“…These opportunities include reading children's books and folk tales in the HL, utilizing support within the ethnic community, spending extended time in the heritage country, and using technology (DeCapua & Wintergerst, 2002;Hashimoto & Lee, 2011;Nesteruk, 2010;Park & Sarkar, 2007;Rydin & Sjonberg, 2008;Şenyürekli & Detzner, 2009). Specifically, parents and grandparents in one study repeatedly pointed out the significance of adults' active involvement in selecting appropriate resources, and guiding children in the optimal and creative use of media technologies (Szecsi & Szilagyi, 2012). However, even a combination of various opportunities for learning and using the HL might not guarantee the children's HL development, and children may become dominant in the school's majority language (the language of instruction), regardless of the families' strong intentions to maintain the HL (Nesteruk, 2010;Zhang, 2010).…”