There is some ground-breaking work to be done in the field of bilingual education. This work involves the development of instructional strategies that has the heritage language learner in mind. The following are a few terms (used by various researchers) who are starting to do work in naming and developing those strategies:

Cross-language Transfer

Translanguaging Pedagogy

Border-Crossing Pedagogy

Instructional Applied Linguistics

Hybrid Literacies

Multilingual Pedagogy

Multilitericies

Critical Additive/Bicultural Pedagogy

Flexible Bilingualism

Multilingual Pedagogic & Curriculum Research

Unfortunately, unless researchers from competing fields come together to develop these strategies we will continue to keep language minorities marginalized. In other words, the field of Second Language Acquisition, Bilingual Education, and (Socio)linguistics need to merge and get passed their paradigmatic tensions so that we can begin to create a pedagogy that benefits various models of bilingual education (e.g., dual language, transitional, ESL) where many of heritage language learners are placed to either learn another language or develop their native one.