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Recursos Educativos Abiertos (REA) para la enseñanza de español como lengua de herencia: de la búsqueda a la creación
No full textEn este taller, los participantes aprenderán sobre el valor y la utilidad de los REA y desarrollarán habilidades para identificar, evaluar e integrar distintos REA en sus cursos de español como lengua de herencia. El taller se enfocará en el proceso de búsqueda e implementación para finalizar con la creación de REA propios
La producción de narraciones multimedia como principio estructurador del diseño curricular del español como lengua de herencia
No full textBasada en el diseño de la clase de “Español como lengua de herencia” (nivel avanzado), impartida en la primavera de 2021 y 2022, esta presentación analiza el proceso de producción de narraciones multimedia como principio estructurador para diseñar actividades pedagógicas que desarrollen competencias lingüísticas y culturales en el aula de clase. Además, se examina como, este proceso genera conciencia social en los aprendices, a partir del autodescubrimiento y de la reflexión crítica para encontrar soluciones a problemáticas sociales
Una experiencia de Service Learning usando las habilidades lingüísticas de español en una escuela de Medicina
No full textPerfil sociolingüístico de cinco estudiantes de español como lengua de herencia de origen salvadoreño
No full textHow much grammar do students appreciate? A case study of a middle school dual immersion program in San Antonio.
Get PDF“Eres un no sabo kid”: How linguistic discrimination online is shaping young Heritage Spanish speakers’ language attitudes, identities, and community connections
Get PDFWe explore how a social media phenomenon impacts the identity, language development, ideologies, and sense of community and self among Heritage Spanish Speakers (HSS) at a PWI in the Midwest. The data reveals the unique experiences and challenges faced by HSS and their perspective on language ideologies and identity
Voices of the Community: A Spanish Interpretation Classroom Project
Get PDFThe evolving healthcare landscape emphasizes the need for effective cross-linguistic communication. Addressing challenges in training medical interpreters for the growing U.S. Hispanic population, students created a book of medical dialogues across specialties supported by a website with audio resources in a classroom project. This project enhanced linguistic and cultural skills and fostered community engagement in Dallas-Fort Worth. This presentation highlights the significance of tailored resources for heritage speakers and community-based initiatives
Towards SHL Benchmarks from the Bottom-Up: High-School Teachers as Curriculum Designers
Get PDFSpanish heritage language (SHL) programs at the secondary level lack a set of standards that address the linguistic, social, affective, and professional needs of students (Potowski & Carreira 2004) and guide the curricular decisions of administrators and teachers. While several curricular proposals currently exist for post-secondary education (e.g., Beaudrie, Amezcua, & Loza, 2021), these are not always easily adaptable or applicable in a secondary school program and can be perceived by secondary teachers as a top-down imposition disconnected from their reality. To address this need, our project engaged researchers, high-school teachers, and administrators in a long-term initiative aimed at: a) training and empowering teachers to become leaders in SHL curricular initiatives at the school and district level, b) supporting the design of an SHL curriculum that incorporates students’ voices and teacher’s experiences, c) piloting and revising the curriculum based on teachers’ and students’ feedback, and d) facilitating a conversation about SHL standards from a bottom-up perspective, moving from the local reality in the classroom towards a generalizable set of benchmarks. We grounded our work in the idea that a comprehensive understanding of SHL identity development (including linguistic, affective, social, and individual dimensions) could translate into an SHL curriculum, teaching materials, and classroom practices that address racial-ethnic self-schemas (Oyserman et al., 2003; Rosa, 2019), define clear and adequate language learning goals (Booth, Huerta, & Thomas, 2018; Parra, 2016), consider not only the students’ past experiences with the language and culture but also the demands and expectations of contexts beyond the classroom, and engage learners in activities and projects that involve self-expression, community engagement, and identity negotiation (Suarez-Orozco, 2001; Trueba, 2002; Beaudrie, 2009). In this presentation, we discuss each step of the project, addressing their theoretical underpinnings, current achievements, and areas for improvement, to foster a broader discussion beyond our local context
Teachers’ raciolinguistic ideologies in the SHL classroom: Considerations for SHL teacher development
Get PDFAbstract: As Latinx enrollment in US university Spanish-language courses continues to rise (Beaudrie & Marrero-Rivera, forthcoming), numerous studies detail the transformative potential of SHL pedagogy for US Latinxs as an educational experience (e.g., Holguín Mendoza, 2018; Leeman, 2005). Recent progress has been driven by the study of language ideologies as a critical area of inquiry to reckon with the disparities that US Latinxs face within SHL education (Loza & Beaudrie, 2022). Such disparities are predicated on dominant raciolinguistic ideologies that often impose idealized language varieties and identities on Latinx youth (Barillas Chón, 2022). Although critical materials, curriculum, and pedagogical approaches have flourished, research focused on the SHL classroom remains scarce, particularly in relation to teacher development (Carreira & Kagan, 2018). As an under examined area within the field, there is a pressing need to develop stronger teacher preparation models for teachers who deliver language or content instruction to heritage learners – especially given that traditional and prescriptive pedagogy grounded in dominant ideologies continues to influence how language teachers approach SHL education (Beaudrie & Loza, 2023).
This chapter aims to critically examine case studies from our collective research wherein teachers and SHL learners discuss representations of Us versus Them to denote their membership to ideological groups and, in turn, to denote dominated groups of speakers (van Dijk, 2016). Our discussion describes teachers’ essentialized views of their students’ language varieties and identities, and how this has led to instances of the students’ multifaceted and dynamic identities being erased in the SHL classroom. We argue that this erasure is based on raciolinguistic ideologies about who SHL learners are and assumptions about who they are not. We propose points of consideration for SHL teacher preparation that specifically address these issues and how they come into play in the classroom.
Keywords: CLA, Teacher training, Pedagogy, Raciolinguistics
References:
Barillas Chón, D. W. (2022). K’iche’, Mam, and Nahua Migrant Youth Navigating Colonial Codes of Power. Urban Education 0(0). https://doi.org/10.1177/00420859211073902
Beaudrie, S. M. & Loza, S. (2023). Heritage Language Program Direction: Research into Practice. Routledge.
Carreira, M., & Kagan, O. (2018). Heritage language education: A proposal for the next 50 years. Foreign Language Annals, 51(1), 152-168. https://doi.org/10.1111/flan.12331
Holguín Mendoza, C. (2018). Critical language awareness (CLA) for Spanish heritage language programs: Implementing a complete curriculum. International Multilingual Research Journal, 12, 65–79. https://doi.org/10.1080/19313152.2017.1401445
Leeman, J. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35-45. https://doi.org/10.1111/j.1944-9720.2005.tb02451.x
Loza, S., & Beaudrie, S. M. (Eds.). (2022). Heritage language teaching: Critical language awareness perspectives for research and pedagogy. Routledge. https://doi.org/10.4324/9781003148227
van Dijk, (2016). Critical discourse studies: A sociocognitive approach. In R. Wodak & M. Meyer (Eds.), Methods of Critical Discourse Studies (pp.62-85). Thousand Oaks, CA: Sage Publishers
KEYNOTE: Critical Language Awareness as a Transformative Pedagogy: Intersections with Antiracist, Decolonial, and Social Justice Frameworks
No full textRecent years have seen growing interest in critical language awareness (CLA) in Spanish heritage language (SHL) education, together with increased calls for anti-racist, decolonial and social justice-oriented approaches to the teaching of Spanish. These trends have been gone hand-in-hand with a proliferation of pedagogical terminology and labels, the precise meanings of which can be confusing for scholars and educators alike. In this presentation, I discuss the origins and objectives of CLA, the ways it differs from other critical approaches to language education, and its potential role in broader transformative educational initiatives