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Utilizing an ecological perspective of heritage language learner (HLL) identity (Hornberger &amp;Wang, 2008), this study investigates how an underexamined group within HLL studies—languagelearners with diverse ties to the Arabic language—perceive the label of HLL and how they positionthemselves and their classmates relative to this label during interviews and in an advanced Arabiclanguage classroom. I draw on interview, observational, and videotaped classroom interaction datacollected as part of a larger ethnographic study of this classroom community and show how a priorieducational labels assigned to these students did not always match with their self-concepts andignored the nuances of their relationship to the umbrella term “Arabic.” These labels also affectedstudents’ classroom roles, self-esteem, and participation in the classroom. I examine theimplications of educational classifications and assigned identities that are constructed bystakeholders such as researchers, teachers, or administrators, rather than negotiated by thelanguage learners themselves, and critique Arabic HLL as an identity and educationalclassification. Finally, I offer some suggestions for how to engage language learners (HLLs if theychoose to identify themselves as such) in critical discussions about their relationship with thelanguage of study.

“I’m a Heritage Speaker of the Damascene Dialect of Arabic”: Negotiating the Identity Label of Arabic Heritage Language Learner