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Traducción literaria y bilingüismo: una propuesta pedagógica para estudiantes de herencia.
No full textSpeaker investment and oral proficiency in heritage speakers of Spanish: a quantitative approach
Get PDFTitle: Speaker investment and oral proficiency in heritage speakers of Spanish: a quantitative approach
Keywords: Investment, Heritage, Identity, Oral Proficiency
The concept of investment has been used to expand the understanding of language learning beyond the acquisition of language competence, grammar, pronunciation, etc. to also consider how the speaker/learner is socially positioned to navigate social contexts and the impacts this has on their opportunities for language learning and use (Norton-Pierce, 1995; Norton & Toohey, 2011). Darvin & Norton, 2015 further develop this work by proposing a trio of components that contribute to speaker investment- (1)speaker identity, (2)linguistic ideologies and (3)social capital. Scholars in linguistics and education have used investment and it’s component constructs to show how the social context of speaker/learners can differ significantly due to race, gender, migrant status and other ascribed identities and, as such, either facilitate or dissuade a speaker from using a particular language (Ali, 2021; Anya, 2016; Ballinger, 2017; Morita, 2004). While the current literature makes a clear case for a role for investment in language development, the lack of a quantitative measure has meant (a) limited ability compare and understand the relative importance of the proposed components of investment and (b) difficulty making inter and intra community comparisons to better understand the role investment plays in language development. The current project aims to address these two limitations through the development and validation of an investment questionnaire and an investigation of speaker investment and oral proficiency as measured by the Simulated Oral Proficiency Interview (SOPI) among heritage Spanish speakers. Preliminary results show: (1) an association between speaker investment and oral proficiency, (2) an association between the identity component and oral proficiency that is independent of the composite investment score and (3) the three component scores, identity, ideology and social capital trend together. Implications for heritage language policy and pedagogy will be discussed
Proficiency assessment in bilingualism research: How valid are our measures?
Get PDFMany Spanish HL acquisition studies have used proficiency assessments developed for L2 learners to meet investigation standards. However, few researchers present any validity evidence of these instruments’ appropriateness for HL learners. In this presentation, I inspect the validity evidence of one of the most popular proficiency tests: the DELE test
Remixing and Adapting OER Creatively to Fit our SHL Students’ Needs
Get PDFAlthough creating OER for our SHL courses might seem daunting, there are many currently existing OER for SHL instruction that can serve as the base for the creation of new materials and curriculum. In this presentation, I will show how instructors can creatively adapt and remix resources to serve their students’ needs
¿Es bienvenido el uso de “haiga” en clases de SHL? Reacciones y experiencias en clases de herencia en los Estados Unidos
No full textEn esta investigación cualitativa, he entrevistado a 5 instructores de SHL y a 5 padres/madres de familia con estudiantes de herencia en grados K-12, para escuchar sus opiniones sobre el uso del “haiga” en el salón de clases SHL en los Estados Unidos y en los hogares de hablantes de español como lengua de herencia.
Algunos de los temas y preguntas durante las entrevistas fueron:
¿Cómo se enseña el uso de “haiga”?
¿Se debe enseñar?
¿Se promueve su uso?
¿Lo usas en casa o en tus clases?
¿Se debe corregir?
¿Cuál es la diferencia entre haiga y haya?
El corregir el uso de regionalismos, arcaísmos y formas familiares del lenguaje, puede causar una actitud en la que los estudiantes o hablantes de herencia dejen de usar su lengua de herencia, por vergüenza o por temor a ser rechazados (Moreno, 2021).
Potowski (2002, 2020, 2022) explica que el uso de haiga debe ser bienvenido en el habla informal y se les puede enseñar a los estudiantes que como en una fiesta, el habla formal es como un atuendo formal. Ambas formas de haber pueden ser usadas en situaciones diversas.
En mi práctica como instructora K-12 he notado que instructores que provienen de áreas o estudios más formales del español, en países hispanos, tienden a rechazar el uso de “haiga”, mientras que instructores que llevan más tiempo estudiando la pedagogía de lengua de herencia en los Estados Unidos, suelen estar más abiertos al uso común de diversos hablantes. Busco analizar las opiniones y actitudes de instructores de SHL y compararlas con las de madres y padres de estudiantes SHL en los Estados Unidos, para concluir si “haiga” es bienvenido o no en las aulas SHL, y en los hogares donde se habla español como lengua de herencia
“I want to help end linguistic discrimination”: Community-based global learning in an upper-level Spanish class
Get PDFCommunity-based global learning (CBGL) can be a high-impact practice for heritage learners by promoting students’ awareness of linguistic ideologies in local and global communities. This presentation will share the aims and structure of a CBGL program and assessment of that program, with a focus on learners’ critical language awareness
Nuestras Raíces: Recovering the Radical and Critical Past of Spanish as a Heritage Language in Arizona and Beyond
No full textThis presentation recovers the Latinx community voices around the understudied critical linguistic legacy of Spanish as a Heritage Language in Arizona. Specifically, I turn to the reconstruction and recovery of the archive around Adalberto “Beto” Guerrero’s impact on Latinx language experiences in Tucson and the greater Southwest
Indigenous Practice and Community-Led Climate Change Solutions: The Relevance of Traditional Cosmic Knowledge Systems
Get PDFThis book centers Indigenous knowledge and practice in community-led climate change solutions.
This book will be one of the first academic books to use the consciousness framework to examine and explain humans\u27 situatedness and role in maintaining ecosystems\u27 health. Drawing on teachings from the Indigenous Adi-Shaiva community, the authors present up-to-date research on meanings and implications of South Asian traditional cosmic knowledge, which focuses on relationality and spirituality connected to climate change. This knowledge can create innovative climate change solutions in areas including land, water, traditional management, sustainability goals and expectations, and state development projects. Overall, this book provides an innovative framework for nonviolent climate solutions, which has its foundations in a traditional cosmic and consciousness-based context.
This book, which aims to bridge the gap between Indigenous and Western perspectives by re-educating researchers and decolonizing popular climate change solutions, will be of great interest to students and scholars studying climate change, conservation, environmental anthropology, and Indigenous studies on a broader scale
Sociolinguistic Justice en la comunidad: A Community Engagement project between University Heritage Speakers and High School students
Get PDFThis paper presents a community engagement project that promotes social justice through language, by educating university HL speakers who, in turn, become teachers and mentors for high schoolers. The results show that students develop a better understanding of language diversity, ideologies, and attitudes as well as their own language practices
