Understanding identity among Spanish heritage learners
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María Luisa Parra
Abstract
The present chapter presents a general overview of the main advancements in understanding the relationship between the Spanish language and Spanish heritage learners’ identity, and explores the significance of Spanish heritage classes for the students’ identity formation process. Following the conviction that what we teach can only be meaningful if we understand to whom we are teaching, I argue that scholars and educators in the field have come to rely progressively on an interdisciplinary perspective on identity to inform their theoretical frameworks and pedagogical practices. I propose that this interdisciplinary approach has broaded our understanding in four main areas: (a) the importance of the community in shaping Latino ethnolinguistic identity; (b) the impact of the pressures of assimilation to mainstream culture; (c) the significance of so-called “Spanglish” in the construction of Latino identity; and (d) the importance of considering commonalities and individual differences when seeking to define our student body. As more programs for Spanish heritage learners open around the country, I suggest two pedagogical frameworks aligned with the interdisciplinary perspective on identity to support and nurture students’ identity formation in our classrooms: Latino studies and global education. To conclude, I reflect on the road ahead and on the importance of promoting open dialogue between teachers and researchers, while encouraging expert and novice teachers to continue augmenting the resources available to help Spanish heritage learners develop a strong and creative sense of ethnolinguistic identity.
Abstract
The present chapter presents a general overview of the main advancements in understanding the relationship between the Spanish language and Spanish heritage learners’ identity, and explores the significance of Spanish heritage classes for the students’ identity formation process. Following the conviction that what we teach can only be meaningful if we understand to whom we are teaching, I argue that scholars and educators in the field have come to rely progressively on an interdisciplinary perspective on identity to inform their theoretical frameworks and pedagogical practices. I propose that this interdisciplinary approach has broaded our understanding in four main areas: (a) the importance of the community in shaping Latino ethnolinguistic identity; (b) the impact of the pressures of assimilation to mainstream culture; (c) the significance of so-called “Spanglish” in the construction of Latino identity; and (d) the importance of considering commonalities and individual differences when seeking to define our student body. As more programs for Spanish heritage learners open around the country, I suggest two pedagogical frameworks aligned with the interdisciplinary perspective on identity to support and nurture students’ identity formation in our classrooms: Latino studies and global education. To conclude, I reflect on the road ahead and on the importance of promoting open dialogue between teachers and researchers, while encouraging expert and novice teachers to continue augmenting the resources available to help Spanish heritage learners develop a strong and creative sense of ethnolinguistic identity.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
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Introduction
- Charting the past, present, and future of Spanish heritage language research 1
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Unit 1: Formal approaches to Spanish as a Heritage Language
- Formal linguistic approaches to heritage language acquisition 13
- A new look at heritage Spanish and its speakers 27
- On the nuclear intonational phonology of heritage speakers of Spanish 51
- Relative clause attachment preferences in early and late Spanish-English bilinguals 81
- Losing your case? Dative experiencers in Mexican Spanish and heritage speakers in the United States 99
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Unit 2: Educational approaches to Spanish as a heritage language
- Current issues in Spanish heritage language education 127
- Advances in Spanish heritage language assessment 143
- A general framework and supporting strategies for teaching mixed classes 159
- Understanding identity among Spanish heritage learners 177
- Heritage language healing? Learners’ attitudes and damage control in a heritage language classroom 205
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Unit 3: Future lines of development in heritage language education
- Emerging trends with heritage language instructional practices 221
- New directions in heritage language pedagogy 237
- Heritage language learning in study abroad 259
- Online courses for heritage learners 281
- Flipping the classroom 299
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Afterword
- Looking ahead 325
- Author Index 347
- Subject Index 351
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
-
Introduction
- Charting the past, present, and future of Spanish heritage language research 1
-
Unit 1: Formal approaches to Spanish as a Heritage Language
- Formal linguistic approaches to heritage language acquisition 13
- A new look at heritage Spanish and its speakers 27
- On the nuclear intonational phonology of heritage speakers of Spanish 51
- Relative clause attachment preferences in early and late Spanish-English bilinguals 81
- Losing your case? Dative experiencers in Mexican Spanish and heritage speakers in the United States 99
-
Unit 2: Educational approaches to Spanish as a heritage language
- Current issues in Spanish heritage language education 127
- Advances in Spanish heritage language assessment 143
- A general framework and supporting strategies for teaching mixed classes 159
- Understanding identity among Spanish heritage learners 177
- Heritage language healing? Learners’ attitudes and damage control in a heritage language classroom 205
-
Unit 3: Future lines of development in heritage language education
- Emerging trends with heritage language instructional practices 221
- New directions in heritage language pedagogy 237
- Heritage language learning in study abroad 259
- Online courses for heritage learners 281
- Flipping the classroom 299
-
Afterword
- Looking ahead 325
- Author Index 347
- Subject Index 351
