This paper examines classroom interaction between native and non-native instructors and heritage language (HL) students in regular university foreign language (FL) courses, ranging from beginning to advanced levels. After an overview of FL teaching and HL students in U.S. universities, the paper deals with three areas within classroom interaction: (1) the sociocultural backgrounds of both HL learners and native and non-native instructors; (2) the pedagogical conditions of FL classrooms with HL students; and (3) the affective dimensions of the relationship between instructors and HL students. The paper's analysis of these issues serves as a basis for a pedagogical framework for use by native and non-native instructors teaching a FL that is also the home language of HL learners, as well as for programs of FL teacher education. Finally, the paper offers some suggestions for future research into the multifaceted social, cultural, and pedagogical conditions of FL classrooms with HL learners. (Contains 80 references.) (SM)