Heritage speakers of Spanish and study abroad

Leeman, Jennifer; Driver, Meagan

doi:10.4324/9780429289163-7-11

Cited by 8 publications

(6 citation statements)

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“…Just as the positive psychology turn was hitting the field of SLA, a robust and growing dedication to critical language awareness (e.g., Mendoza, 2018), critical pedagogies (e.g., Leeman et al., 2011; Ohara & Machida, 2023), and social justice initiatives were being established within HLE. Now, as the work in affect continues to consider increasingly diverse language learning contexts, HL scholars pursue critical issues, such as race, ethnicity, immigration, and identity—all emotional in nature—in order to foster successful and encouraging HL learning spaces and, generally, HS well‐being across a range of contexts (e.g., Leeman & Driver, 2021; Makoni, 2018). Thus, the two fields of emotions in SLA and HLE have evolved from opposite directions toward very similar interests and goals.…”

Section: Emotions and Heritage Language Research In Sla: Parallel Yet...mentioning

confidence: 99%

Global perspectives on heritage language education and emotion: Introduction to the special issue

Driver,

Prada

2024

The Modern Language Journal

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Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear-the fear of myths and stereotypes that have, until now, informed how we have come to know (Styres, 2019, p. 29).Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which-until now-have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, 2018;Dewaele & Li, 2020;Dörnyei et al., 2014; Simons & Smits, 2020), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well-being in SLA (e.g., Helgesen, n.d.). At the same time, the field of heritage language education (HLE) has also seen a tremendous boost, with dedicated scholars who continue to explore new theories and teaching practices in language learning geared toward fostering successful and healthy learning spaces for heritage language learners (HLLs). As these bodies of work continue to expand, and educators spearhead initiatives for pedagogies that serve heritage speakers, their families, and HLE stakeholders, the absence of research dedicated to exploring emotional variables among this population of learners becomes more apparent and, at times, problematic for the field as a whole.The term heritage speaker (HS) is often used to refer to individuals who grew up exposed to a nonmajority language at home (i.e., the heritage language) and a socially dominant majority language. It includes community (Wiley, 2005) and Indigenous language learners (Fairclough & Beaudrie, 2016).

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Section: Emotions and Heritage Language Research In Sla: Parallel Yet...mentioning

confidence: 99%

Global perspectives on heritage language education and emotion: Introduction to the special issue

Driver,

Prada

2024

The Modern Language Journal

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“…The study is also significant for its consideration of heritage learners and first language (L1) speakers of LOTEs, who are underrepresented in SA scholarship. In fact, SA and reflexive research have largely considered the experiences of white, monolingual English users to the oversight of students of color and linguistic minorities (Kang & Shively, 2023;Leeman & Driver, 2021;Pozzi et al, 2021). Leeman and Driver (2021) acknowledge that the numerical predominance of white students in SA can be isolating for SOC participants.…”

Section: Issues Of Equity In Study Abroadmentioning

confidence: 99%

“…In fact, SA and reflexive research have largely considered the experiences of white, monolingual English users to the oversight of students of color and linguistic minorities (Kang & Shively, 2023;Leeman & Driver, 2021;Pozzi et al, 2021). Leeman and Driver (2021) acknowledge that the numerical predominance of white students in SA can be isolating for SOC participants. Their study highlights the diverse experiences as well as linguistic and identity outcomes that Latine heritage learners of Spanish meet when they study abroad, which may promote awareness of linguistic variation and help (re)affirm, negotiate or, contrarily, subordinate and reject students' identities and linguistic practices depending on the cultural and linguistic ideologies at play in the host countries.…”

Section: Issues Of Equity In Study Abroadmentioning

confidence: 99%

“…The literature identifies a need for more SA programs and research with ethnoracially, culturally, and linguistically diverse students (Kang & Shively, 2023;Leeman & Driver, 2021;Pozzi et al, 2021), and for more work that explores identities and positionings across different national contexts (Quan, 2018). Scholarship also offers an insight into how to design more equitable programming.…”

Section: Issues Of Equity In Study Abroadmentioning

confidence: 99%

“…Scholarship also offers an insight into how to design more equitable programming. Leeman and Driver (2021) provide specific recommendations for programming based on critical approaches. In particular, they suggest trainings for students and leaders "to develop [their] critical awareness of language ideologies and attitudes in the home and host countries so that they are better able to interpret their experiences, resist the disparaging and racializing discourses they may encounter, and support each other during their time abroad" (p. 153).…”

Section: Issues Of Equity In Study Abroadmentioning

confidence: 99%

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Promoting equity in study abroad: A focus on first-generation and students of color in the USA

Tracy-Ventura,

Washington,

Mikheeva

2024

10.14746/ssllt

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Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color.

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Teaching during COVID-19

Burgo

2023

AILA

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Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen and speak to challenge the hierarchies that marginalize them. Why is social justice education key? To meet the needs of our minority students and to fight social inequities that affect their lives (Freire, 2021). This article offers a proposal to teach social justice in the HLL classroom through classroom strategies such as digital stories, autoethnographies, creative writing, or oral history to provide these students with the tools they need to give voice to their communities and incorporate them in the curriculum of an inclusive Spanish classroom whose backbone is US Spanish to fight raciolinguistic ideologies that marginalize them.

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Heritage speakers of Spanish and study abroad

Cited by 8 publications

References 1 publication

Global perspectives on heritage language education and emotion: Introduction to the special issue

Global perspectives on heritage language education and emotion: Introduction to the special issue

Promoting equity in study abroad: A focus on first-generation and students of color in the USA

Teaching during COVID-19

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