Beginning Level University Heritage Programs: Creating a Space for All Heritage Language Learners

Abstract

This paper addresses beginning level Spanish heritage language (SHL) learners’ attitudes towards their language and culture. Heritage language (HL) programs and research have often overlooked beginning level learners, especially within university settings. The current study involved 20 participants from a beginning level SHL class in the Southwestern United States. Participants completed a lengthy survey addressing the issues of language contact, language attitudes and linguistic behaviors. Follow-up interviews were also conducted. The results observed confirm previous research. The majority of students seldom use Spanish with parents, grandparents or relatives (79%); however, their responses indicate they are frequently surrounded by Spanish, with ample opportunities to overhear the language. Student goals include overcoming a lack of confidence in Spanish as well as a desire to improve fluency. Students’ answers demonstrate a high degree of motivation to study Spanish. Our results attest to the fact that the specific needs, attitudes, and rich cultural background of the Southwest’s beginning heritage students parallel those of more advanced students in this region in university HL programs, indicating a need to create a space for these students within such programs. We conclude our paper with pedagogical guidelines based on our results and specifically tailored to this population of students.

Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs

“…Some scholars warn that heritage speakers' experiences are not always recognized in HL programs due to a prioritization of standard language practices (e.g., Beaudrie 2015;Bernal-Enríquez and Hernández-Chávez 2003;Pascual y Cabo and Prada 2018;Torres et al 2018;Beaudrie et al 2020;Beaudrie 2020). The underscoring of standard language practices fails to address the unique socio-affective needs of HL students, including negative attitudes toward their language varieties (Beaudrie and Ducar 2005;Martínez 2003) and linguistic insecurity (Tseng 2020), among others.…”

The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

“…In the affective realm, Spanish HL students consistently have a higher integrative motivation to regain or further develop their heritage language, but at the same time they have unique needs such as low linguistic self-esteem (Gonzalez 2011), ethnic identity issues (He 2006), and negative attitudes toward their own linguistic varieties (Beaudrie and Ducar 2005;Martínez 2003). Their typical motivations for taking Spanish courses are to reconnect with their cultural heritage; to learn about the history, values, and traditions of their own and other Hispanic cultures; and to connect with other members of the heritage language community (Beaudrie et al 2009;Carreira and Kagan 2011).…”

Hablantes de herencia en un programa de inmersión: Diseño de herramientas de evaluación inicial

“…De igual modo, sus experiencias y, por consiguiente, sus actitudes, difieren de unos hablantes a otros en una importante medida. En otras palabras, no hay un HH igual a otro, y al igual que un programa educativo diseñado para estudiantes de lengua extranjera no responde a las necesidades de estos alumnos, un curso específico puede no hacerlo si no considera la diversidad presente en este perfil de estudiantes (Beaudrie y Ducar, 2005;Bowles, 2018;Montrul, 2016;Potowski, 2007;Potowski y Lynch, 2014).…”