Spanish Heritage Language Learners in Study Abroad across Three National Contexts

Quan, Tracy; Pozzi, Rebecca; Kehoe, Shannon; Menard–Warwick, Julia

doi:10.4324/9781315639970-29

Cited by 17 publications

(11 citation statements)

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“…Study abroad programs may be an important resource for HLLs to reinforce their bilingual identities. These programs should include opportunities for identity reflection (Quan et al, 2018). Critical Language Awareness (CLA) is a critical framework that is especially relevant to fight linguistic subordination and to promote social justice (Leeman, 2018).…”

Section: Suggestions To Foster Positive Attitudes Towards Spanishmentioning

confidence: 99%

Ideologías de lenguaje en la instrucción e identidad del español de herencia

Burgo

2021

Cuad. linguist. hisp.

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Las ideologías relacionadas con la identidad latinx son centrales en la instrucción de la lengua de herencia (LH) (Leeman et al., 2011). Sin embargo, la instrucción de herencia temprana estaba enfocada principalmente en adquirir la norma estándar (Leeman, 2012). ¿Cuáles son las ideologías actuales tanto en el aula de segunda lengua (SL) del español como en la de herencia? Este artículo intenta describir las ideologías lingüísticas en el aula, el valor del inglés, el uso del spanglish y cómo los educadores pueden potenciar actitudes positivas a través de la conciencia cultural y las ideologías de translenguaje para promocionar la justicia social luchando contra las ideologías hegemónicas.

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Section: Suggestions To Foster Positive Attitudes Towards Spanishmentioning

confidence: 99%

Ideologías de lenguaje en la instrucción e identidad del español de herencia

Burgo

2021

Cuad. linguist. hisp.

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“…Recent approaches to SCHL in the U.S. seek to address these monoglossic, (racio)linguistic ideologies deeply intertwined with learners' cultural identity by drawing on critical pedagogies (see Leeman 2018;Correa 2018;García 2019). In addition to the classroom itself as a research site, research centered on developing SCHLs' intercultural competence has largely focused on two specific contexts: firstly, on community-based learning and, secondly, but to a lesser yet rapidly growing extent, on study abroad (Burgo 2017;Quan et al 2018). In community-based learning (also known as 'service learning'; see Hellebrandt and Varona 1999), students interact with local community members, some of whom are often first generation immigrant native speakers of Spanish.…”

Section: The United States Contextmentioning

confidence: 99%

Intercultural communicative competence and Spanish heritage language speakers: an overview from the U.S., Australia and Europe

Díaz

Callahan

2020

Journal of Spanish Language Teaching

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Research on 'heritage/community language education' (HCLE) has a relatively recent trajectory, but it has generated a large number of scholarly publications, particularly in relation to Spanish in the United States (U.S.) where the growth of Spanish heritage language learners (HLL) has been exponential. However, to date, limited research attention has been given to the intersection between heritage language learning and the development of intercultural communicative competence (ICC). This may be attributed to the assumption that, on a daily basis, such learners are required to move and effectively operate between languages and cultures and, therefore, already possess adequate levels of ICC. With the development of ICC, now considered an integral component in language education, the time appears ripe to examine its implications within HCLE. This paper articulates the key similarities and differences in the trajectories of ICC research in relation to university level heritage learners of Spanish in three distinct geographical contexts: Australia, Europe, and the United States.

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“…Some learners withdraw from the host community (e.g., 'Beatrice' in Kinginger, 2008) or align themselves with discourses of national superiority (e.g., 'Meryl' in Jing-Schmidt, Chen, & Zhang, 2016). Others assume new identities deemed impossible for them in the US (e.g., 'Rose' in Anya, 2017) or return with reaffirmed ethnolinguistic identities (e.g., all three cases in Quan, Pozzi, Kehoe, & Menard-Warwick, 2018). As Jing-Schmidt et al (2016) point out, how SA learners deal with identity affordances in the SA context impacts their engagement with the target community, which in turn influences how they position themselves vis-à-vis the TL and TL speakers, and their commitment, or investment, in L2 learning spaces and interactions they encounter abroad.…”

Section: Identity In Study Abroad Researchmentioning

confidence: 99%

Competing Identities, Shifting Investments, and L2 Speaking During Study Abroad

Quan¹

2019

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Why learners return from study abroad (SA) with varying degrees of second language (L2) gains or differing attitudes towards the target language and culture remains an open question. This study employs theories of identity (Kinginger, 2013) and investment (Darvin & Norton, 2015; Norton Peirce, 1995) to examine the case of three learners of Spanish as they studied abroad in Spain. Interviews, journals, and language-use surveys were analyzed to understand how and why these learners' investment in Spanish and in language learning opportunities shifted throughout their program. Pre-and post-SA speaking abilities tests in Spanish were used to measure how participants' investments related to their L2 speaking development. The three case studies suggest that participants negotiate competing and fluctuating desires, identities, and investments that often lead to contradictory behaviors regarding their language learning and use while abroad. These opposing investments and identities stem from participants' expectations of an idealized SA experience and their belief in the capital (Bourdieu, 1986) that Spanish may offer them back home and abroad. This study further finds that participants' ongoing investment in learning and using Spanish relates to their L2 speaking gains post-SA.

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Spanish Heritage Language Learners in Study Abroad across Three National Contexts

Cited by 17 publications

References 0 publications

Ideologías de lenguaje en la instrucción e identidad del español de herencia

Ideologías de lenguaje en la instrucción e identidad del español de herencia

Intercultural communicative competence and Spanish heritage language speakers: an overview from the U.S., Australia and Europe

Competing Identities, Shifting Investments, and L2 Speaking During Study Abroad

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