Implementing a Spanish for Heritage Speakers course in an English‐only state: a collaborative critical teacher action research study

Coles-Ritchie, Marilee; Lugo, Jennifer

doi:10.1080/09650791003741061

Cited by 4 publications

(1 citation statement)

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“…In particular, there is a need to understand what instructors actually do in the classroom, including how they respond to linguistic variation and how they interact with their students, in order to understand how language ideologies are represented within their classroom practices (Leeman, 2012). While research has begun to address the ways in which HL instructors navigate community and societal discourses (Coles-Ritchie & Lugo, 2010) and position their students in the classroom by orienting toward particular ideologies about language and language users (Abdi, 2011), no study has addressed the ways in which HL instructors at the university level construct ideologies about the value of different ways of speaking through classroom linguistic and interactional practices. This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish HL classroom: on the one hand, teaching 'Standard Spanish' to help students achieve professional success; and legitimizing students' home linguistic practices on the other.…”

Section: Introductionmentioning

confidence: 99%

Institutional representations of ‘Spanish’ and ‘Spanglish’: managing competing discourses in heritage language instruction

Showstack

2015

Language and Intercultural Communication

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This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish heritage language (HL) classroom: on the one hand, teaching 'Standard Spanish' to help students achieve professional success, and legitimizing home linguistic practices on the other. In addition to expressing both perspectives directly through overt language, the instructor also represented them through indirect representation of stances toward the context, toward ways of using language, and toward other speakers. She did this by moving in and out of her language teacher role and thus constructing different social contexts in the classroom, by displaying positive and negative affective stances toward features of local varieties of Spanish, and by constructing stances of authority based on knowledge of 'correct' Spanish in some moments, and based on her own experiences as a bilingual in others. The study findings contribute to an understanding of the role of US educational institutions in the construction of ideologies about Spanish and provide information that can be used to improve HL instruction.Este estudio de caso examinó cómo una instructora transitó entre dos discursos que competían en la sala de clase en un curso intermedio de español: por una parte, la idea de enseñar 'español estándar' para ayudar a los estudiantes a lograr éxito profesional, y por la otra la legitimación de sus prácticas lingüísticas familiares. Además de expresar las dos perspectivas directamente a través de lenguaje explícito, la instructora también las señaló por medio de la representación indirecta de posturas hacia el contexto, en sus diferentes maneras de usar el idioma y en su referencia a otros hablantes. Hizo esto entrando y saliendo de su rol de maestra de lenguas y así construyendo diferentes contextos sociales en el aula, y representando posturas afectivas positivas y negativas hacia características de las variedades locales del español. También, en algunos casos construyó posturas de autoridad basadas en su conocimiento del español 'correcto,' y en otros se basó en sus propias experiencias como bilingüe. Los descubrimientos del estudio contribuyen a una comprensión del papel de las instituciones educativas de los EE.UU. en la construcción de las ideologías sobre el español, y proveen información que se puede usar para mejorar la instrucción sobre las lenguas de herencia.

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Section: Introductionmentioning

confidence: 99%