In this chapter, knowledge is posited as a sign: as such its significance, relevance, and implications need to be addressed and interpreted within specificcontexts. Theedusemioticperspective challenges dominant philosophy ofeducationinfluenced by Cartesian substance dualism that propels a view on knowledge as exclusively mental and fundamentally distinct from material bodies. The chapter presentsresearchdatacollected in two Persianheritage languageclasses in California that were analyzed usingdiscourse analyticalmethods to support an edusemiotic perspective on the acquisition and transformation of knowledge. The interactions and interviews with the teachers in these classes indicate that the acquisition of the heritage language cannot be measured in terms of the number of vocabulary items, grammatical structures, or the phonological aspects as assumed in mainstream language classrooms but includes the interpretation of signs. An interpretive system is inherently a relational system. The chapter builds on Semetsky's discussion of the relational notation "~' (tilde). The learning process in the heritage language classrooms is examined within a relational, interpretive, edusemiotic, framework.