Heritage language learners' language availability and choice: A case study of primary school Persian learners in Australia

Abstract This study investigates the factors influencing Persian language learning among heritage language learners in Sydney, Australia, with a particular focus on how formal and informal settings shape language choice and availability. The research employs a qualitative case study approach, incorporating data from student focus groups, semi‐structured interviews with parents and teachers, and classroom observations at four Persian community language schools. Key findings highlight the role of social interaction, language proficiency, and bilingualism in shaping heritage language (HL) learners' language choices. The study proposes a model that explains the interrelationship between language proficiency, interlocutor, and tendency. The findings have pedagogical implications, suggesting strategies for bilingual immersion, digital learning integration, and parental engagement to support HL development. Future research could explore Persian HL learners in diverse contexts and investigate the impact of digital media on HL learning.