Heritage and Second Language Learners’ Voices and Views on Mixed Classes and Separate Tracks

Henshaw, Florencia

doi:10.2307/j.ctv296mt6k.14

Cited by 4 publications

(2 citation statements)

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“…It has been argued that teachers could reduce feelings of intimidation among SFL learners by encouraging them to establish meaningful relationships with HSs as a mean to maximise the positive impact of this unique situation (Henshaw 2022). Edstrom (2007) has talked about shortening the gap between L2 and HS learners' conversational performance levels by having them work in small groups, so that the L2 learners' anxiety diminishes and their opportunities to learn directly from HS learners increase.…”

Section: Institutional Hs Management: Exclusive and Mixed Classesmentioning

confidence: 99%

Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries

Ainciburu,

Buyse,

Gallego-García

et al. 2023

Languages

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An individual’s social identity, often overlooked in Europe in the field of Spanish as a second or foreign language (S2L/SFL), has always been the focus of attention in the teaching of heritage Spanish in the USA, especially in programmes designed from critical pedagogy and based on a reconstructive narrative of Latino immigration. There, heritage speakers (HS) strengthen their identity as linguistic experts and contribute to positive social change that counteracts the scholastic subordination of Spanish to English in primary schools. In this research based on verified questionnaires, we investigate in the European context (Italy, Poland, Germany, Portugal, and Belgium) how primary–middle school HSs attending extracurricular S2L/SFL classes self-perceive their identity in comparison to S2L/SFL students. The results show that the incidence of the factor “country of origin” is central to identity recognition and highlight the feelings linked to different classroom conditions and dynamics for heritage and S2L/SFL students. To conclude, these results are contrasted with those obtained in the United States.

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Section: Institutional Hs Management: Exclusive and Mixed Classesmentioning

confidence: 99%

Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries

Ainciburu,

Buyse,

Gallego-García

et al. 2023

Languages

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“…Studies of learners’ perceptions have noticed that even when they enjoy working in mixed dyads, HL learners are very aware of this imbalance. Some confess feeling frustrated with their L2 classmates’ unrealistic expectations regarding their level of linguistic expertise or are simply uncomfortable in an expert role that ultimately constrains their learning (Fernández–Dobao, 2020a; Henshaw, 2022). The quote in the title of this article, “pero yo también estoy aprendiendo [but I am also learning],” expressed in frustration by a HL learner in this study while collaborating with an L2 classmate, clearly illustrates this feeling.…”

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confidence: 99%

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction

Fernández–Dobao

2023

The Modern Language Journal

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Drawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage–second language (HL–L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of learning opportunities are created and for whom. Data was collected in a high‐intermediate Spanish language class with 8 HL and 10 L2 learners. As part of their regular course activities, learners completed four collaborative writing tasks in mixed dyads. Three HL–L2 interactions were selected as case studies. The combined analysis of discursive positioning, patterns of interaction, and language‐related episodes showed how expert positions, often assigned to HL learners due to their heritage speaker status, constrain these learners’ access to the linguistic feedback and help needed for HL development. When pre‐established conceptions of linguistic expertise are challenged and HL learners are positioned as language learners, with knowledge to gain, and their L2 partners as equal peers, with knowledge to share, opportunities for HL development expand. The article discusses the research and pedagogical implications of these findings.

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One cohort or two?

Willoughby,

Nambu,

Pezzotti

2024

ARAL

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Foreign language anxiety and enjoyment have been shown to correlate with each other (Botes et al., 2022), but few studies to date have considered whether distinct groups of learners within the one class may experience these variables differently. This article considers whether learners who have arrived in Australian university intermediate language classrooms via two different pipelines, either having studied the language at university the year before or entering directly from high school, report diverse levels of enjoyment, anxiety, or out-of-class study behaviours. The study draws on data from 141 students studying at an Australian university who allowed their questionnaire data to be matched to their final grade for the unit. While there was no significant difference in the final grades awarded to students from each pipeline, the two groups reported differences in their experience of anxiety, and study behaviours. When it came to final grades only Foreign Language Classroom Anxiety (FLCA) was clearly predictive of performance.

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Heritage and Second Language Learners’ Voices and Views on Mixed Classes and Separate Tracks

Cited by 4 publications

References 0 publications

Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries

Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries

“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction

One cohort or two?

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