Return Home: The Effects of Study in Mexico on Bilingual Teachers

Felix, Judith Walker de; Pena, Sylvia Cavazos

doi:10.2307/344159

Cited by 10 publications

(5 citation statements)

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“…April, Odalis, Brenda and Ben's language, race, nationality, and their multilingual and multicultural upbringing, profoundly influenced their identities, beliefs, and how others perceived them, their social worlds and experiences (Moya, 2002). These SHLLs' racialized stories mirror some of the accounts discussed in the literature above (De Félix & Cavazos Peña, 1992;George & Hoffman-Gonzalez, 2019;Moreno, 2009;Quan, 2021;Quan et al, 2018) and illustrate the importance of developing and validating learners' linguistic practices, multilingual and multicultural identities, metalinguistic awareness, and symbolic competence (Kramsch, 2009). Multilinguals often feel insecure about their Spanish competence, and ignore their full repertoire and capacity for language, which instead should be recognized and valued (Busch, 2017;Ortega, 2020).…”

Section: Language Identities Racialized Experiences and Social Justicementioning

confidence: 58%

“…Pablo Diego also reaffirmed his Hispanic identity as a result of his sojourn in Mexico, but in Mexico he faced discrimination for his race, ethnicity and social class because someone with dark skin was not expected to be fluent in English, a skill associated with wealthy Mexicans. De Félix and Cavazos Peña (1992) reported that the Mexican American teachers returned with an empowered U.S. Latino identity and improved linguistic competence. SA in their ancestral homeland can bring SHLLs accrued awareness of their complex identities and proficiency in Spanish, as well as deeper understanding of the multiple (non)standard varieties of Spanish and how these varieties may be perceived in different parts of the Spanish-speaking world.…”

Section: Identity Negotiation In Ancestral Homelandmentioning

confidence: 99%

“…The existing literature on heritage language learners (HLLs) studying in (non)ancestral countries (Potowski & Muñoz-Basols, 2018;Quan et al, 2018;Trentman, 2015) reported positive and negative experiences with remarkable individual differences in terms of outcomes and feelings. Scant research is available on the experiences of SHLLs studying Spanish in their ancestral homelands (de Félix & Cavazos Peña, 1992;Riegelhaupt & Carrasco, 2000;McLaughlin, 2001;Rubin, 2004;Petrucci, 2007;Moreno, 2009), much less in non-heritage countries (Moreno, 2009;Gorman, 2011;Quan et al, 2018;George & Hoffman-Gonzalez, 2019). Most studies focus on SHLLs of Mexican descent (de Félix & Cavazos Peña, 1992;McLaughlin, 2001;Riegelhaupt & Carrasco, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Scant research is available on the experiences of SHLLs studying Spanish in their ancestral homelands (de Félix & Cavazos Peña, 1992;Riegelhaupt & Carrasco, 2000;McLaughlin, 2001;Rubin, 2004;Petrucci, 2007;Moreno, 2009), much less in non-heritage countries (Moreno, 2009;Gorman, 2011;Quan et al, 2018;George & Hoffman-Gonzalez, 2019). Most studies focus on SHLLs of Mexican descent (de Félix & Cavazos Peña, 1992;McLaughlin, 2001;Riegelhaupt & Carrasco, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Goldoni¹

2022

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The most recent Open Doors report by the Institute of International Education (IIE, 2020) indicates that the number of non-white U.S. study abroad students has been steadily growing over the past 10 years, and now it accounts for 31% of all students pursuing part of their education abroad. This study focuses on four Spanish heritage language learners (SHLLs) of Dominican, Mexican, Peruvian, and Colombian/Venezuelan descent with differing Spanish proficiency who enrolled in a short-term study abroad (SA) program for Spanish in Quito, Ecuador during May-June of 2017, 2018, or 2019. This SA program was sponsored by a four-year college in the southeastern U.S. This study included a closed-ended questionnaire, semi-structured interviews, (classroom) observations, e-portfolios, journals, and e-mails. A poststructuralist lens and Norton's theory of investment were employed to explore the identities of these four undergraduates, their social networks, language, and culture learning opportunities, and how these experiences shaped their individual development. Considerations will be offered in terms of how a social justice-oriented curriculum can be a powerful approach to support the emergence of heritage language identities abroad in socially situated contexts. Civically oriented SA programs have the potential to help SHLLs construct global identities, increase communication skills, and gain global understanding, compassion, and tolerance for social change.

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Section: Language Identities Racialized Experiences and Social Justicementioning

confidence: 58%

Section: Identity Negotiation In Ancestral Homelandmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Goldoni¹

2022

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“…Elas tiveram ganhos significativos no que concerne ao conhecimento cultural sobre o Canadá através da experiência pessoal, da interação com os canadenses e da leitura in situ. Elas juntaram uma boa quantidade de artefatos úteis, um hábito comum entre os professores L2 quando viajam, que se tornam especialmente pertinentes em programas internacionais RISSEL, 1995;WALKER DE FÉLIX;CAVAZOS PEÑA, 1992).…”

Section: Aninha: Partindo Com Feedbackunclassified

Uma sequência narrativa: experiências de desenvolvimento profissional de professoras mexicanas de inglês no Canadá

Plews¹,

Breckenridge

Cambre

et al. 2019

RLR

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Este artigo investiga as experiências de duas professoras mexicanas de inglês que participaram de um programa de mobilidade internacional de desenvolvimento profissional de professores de segunda língua (L2), como monitoras de língua espanhola no Canadá. De uma abordagem narrativa, interpretamos suas experiências nos seguintes aspectos: estrutura curricular do programa de mobilidade; moradia; imersão linguística e aquisição continuada; vivências no Canadá e as experiências com a cultura canadense; aprendizagem pessoal e profissional. Ademais, investigamos como o ensino de primeira língua, no contexto da segunda língua, contribui para o desenvolvimento de professores de segunda língua. Este artigo revê recomendações de um estudo anterior com relação ao reconhecimento profissional, estabelecimento de meta individual - institucional, resultados individuais de aprendizagem linguística - cultural, papel da moradia familiar profissional, à interação com a administração educacional, ao tempo e aos direcionamentos para reflexão. Nossa trama narrativa ecoa o poema “Aninha, a pequena órfã” e o conto “Cachinhos dourados”; e nos leva a reafirmar as recomendações do estudo anterior para um desenvolvimento profissional internacional efetivo de professores de L2 e a sugerir a inclusão de um curso de L2, a nível de graduação, que atenda o foco do programa e crie um espaço relevante de colaboração.

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Using culture as a resource in mathematics: the case of four Mexican–American prospective teachers in a bilingual after-school program

Vomvoridi-Ivanovic

2011

J Math Teacher Educ

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Return Home: The Effects of Study in Mexico on Bilingual Teachers

Cited by 10 publications

References 0 publications

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Uma sequência narrativa: experiências de desenvolvimento profissional de professoras mexicanas de inglês no Canadá

Using culture as a resource in mathematics: the case of four Mexican–American prospective teachers in a bilingual after-school program

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