This article discusses didactic approaches for heterogeneous learner groups in lessons with heritage language learners, which can be used to address the language skills and learning needs of Russian and Polish-speaking young people. Interviews with teachers and action research at secondary level are used to examine the problems of integrating heritage language learners into foreign language lessons and ways of dealing constructively with learners’ different language skills. Finally, conditions for the successful use of internally differentiated activities are described.

Keywords
heritage languages, heritage language learners, heritage language teaching, foreign language teaching, internal differentiation, action research