This research study uses Genre Pedagogy (GP) grounded on Systemic Functional Linguistics (SFL) and the Teaching Learning Cycle to develop heritage Spanish students persuasive writing skills with a focus on the subjunctive mood and modality. Heritage Spanish (HS) students acquire the heritage language in informal settings through the interactions with their family members, friends, and members of their communities. However, once HS speakers start their schooling years, their instruction is in English, and the use and input of their heritage language diminishes, resulting in the erosion of many linguistic features (Scontras et al., 2015). According to many studies, the Spanish subjunctive is one the first linguistic features that suffers erosion or is incompletely acquired (Blake, 1983; Montrul, 2020). This statement is supported by the Regression Hypothesis, which states that the last linguistic feature the speaker learned is the first one to suffer erosion, simplification, or omission (Bardovi-Harliga & Stringer, 2010). The genre of persuasion was chosen because it triggers the use of subjunctive mood and modality. At the same time, this study fills the gap of using a genre approach to develop knowledge on a challenging linguistic feature of the heritage language like the subjunctive.
本研究采用基于系统功能语言学(SFL)和教学周期的体裁教学法(GP)，以虚拟语气和情态为重点，培养传统西班牙语学生的说服性写作技巧。传统西班牙语(HS)学生通过与家人，朋友和社区成员的互动，在非正式环境中习得传统语言。然而，一旦HS使用者开始上学，他们的教学就会以英语进行，他们对传统语言的使用和输入就会减少，导致许多语言特征受到侵蚀(Scontras et al.， 2015)。根据许多研究，西班牙语的虚拟语气是最先受到侵蚀或不完全习得的语言特征之一(Blake, 1983;Montrul, 2020)。这一说法得到了回归假说的支持，回归假说认为，说话者学习的最后一个语言特征是第一个遭受侵蚀、简化或遗漏的特征(Bardovi-Harliga & Stringer, 2010)。选择说服的类型是因为它触发了虚拟语气和情态的使用。同时，本研究填补了用体裁方法研究传统语言中虚拟语气这一具有挑战性的语言特征的空白。
{"title":"Genre Pedagogy within Systemic Functional Linguistics","authors":"Ana Cristina Sánchez","doi":"10.5744/shl.2023.10027","DOIUrl":"https://doi.org/10.5744/shl.2023.10027","url":null,"abstract":"This research study uses Genre Pedagogy (GP) grounded on Systemic Functional Linguistics (SFL) and the Teaching Learning Cycle to develop heritage Spanish students persuasive writing skills with a focus on the subjunctive mood and modality. Heritage Spanish (HS) students acquire the heritage language in informal settings through the interactions with their family members, friends, and members of their communities. However, once HS speakers start their schooling years, their instruction is in English, and the use and input of their heritage language diminishes, resulting in the erosion of many linguistic features (Scontras et al., 2015). According to many studies, the Spanish subjunctive is one the first linguistic features that suffers erosion or is incompletely acquired (Blake, 1983; Montrul, 2020). This statement is supported by the Regression Hypothesis, which states that the last linguistic feature the speaker learned is the first one to suffer erosion, simplification, or omission (Bardovi-Harliga & Stringer, 2010). The genre of persuasion was chosen because it triggers the use of subjunctive mood and modality. At the same time, this study fills the gap of using a genre approach to develop knowledge on a challenging linguistic feature of the heritage language like the subjunctive.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117178447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past few decades, extensive research has investigated the impact of technology in the second language classroom; however, studies are scarce on the role of digital tools for the teaching and learning of a heritage language (HL). The present pilot study aims to fill this gap by examining the effect of two interlocutor types in videoconferencing, a trained target-language speaker on Talk Abroad and an HL peer on Zoom, on HL learner confidence development over time. Addressing this question is critical given that motivating HL learners and validating their linguistic and ethnic identities is considered cornerstone for HL maintenance (Sánchez-Muñoz, 2016). Theoretically, the present research is guided by the functional model of second language confidence proposed by Sampasivam and Clément (2014). In this study, the participants were students enrolled in a fifth-semester Spanish conversation course, who, throughout the duration of a 16-week semester, completed eight 30-minute videoconferences, four with each of the two interlocutor types. The analysis of the questionnaire data revealed that both interlocutor types, but most notably the HL peer learners, facilitated confidence gains over time. These results are discussed with an emphasis on their pedagogical and theoretical implications.
{"title":"Heritage Language Learner Confidence Development","authors":"Lauren Hetrovicz","doi":"10.5744/shl.2023.1003","DOIUrl":"https://doi.org/10.5744/shl.2023.1003","url":null,"abstract":"Over the past few decades, extensive research has investigated the impact of technology in the second language classroom; however, studies are scarce on the role of digital tools for the teaching and learning of a heritage language (HL). The present pilot study aims to fill this gap by examining the effect of two interlocutor types in videoconferencing, a trained target-language speaker on Talk Abroad and an HL peer on Zoom, on HL learner confidence development over time. Addressing this question is critical given that motivating HL learners and validating their linguistic and ethnic identities is considered cornerstone for HL maintenance (Sánchez-Muñoz, 2016). Theoretically, the present research is guided by the functional model of second language confidence proposed by Sampasivam and Clément (2014). In this study, the participants were students enrolled in a fifth-semester Spanish conversation course, who, throughout the duration of a 16-week semester, completed eight 30-minute videoconferences, four with each of the two interlocutor types. The analysis of the questionnaire data revealed that both interlocutor types, but most notably the HL peer learners, facilitated confidence gains over time. These results are discussed with an emphasis on their pedagogical and theoretical implications.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133175989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Language teacher identity shapes how teachers teach (Kayi-Aydar, 2019) and is vitally important to understand in the context of a Club that aims to support high school students in reclaiming their Spanish. This paper describes how three undergraduate university students of color’s raciolinguistic identities (Rosa & Flores, 2017) were impacted by reflecting on events in the Club and in their own lives while facilitating an afterschool Spanish heritage language Club at a continuation high school. Analysis of interviews with the teachers, curriculum, and observations in the Club through a postcolonial lense revealed that a focus on building comfort and pride in the contested space between English and Spanish through flexible use of English and Spanish, not knowing Spanish, practicing Spanish, pride in Spanish, raising the status of Spanish(es), and the space between two worlds strengthened and deepened the three teachers’ raciolinguistic identities.
{"title":"Building Comfort and Pride at the Borderlands of Spanish and English","authors":"Tricia Gallagher-Geurtsen, Luz Chung, C. Forbes","doi":"10.5744/shl.2023.1002","DOIUrl":"https://doi.org/10.5744/shl.2023.1002","url":null,"abstract":"Language teacher identity shapes how teachers teach (Kayi-Aydar, 2019) and is vitally important to understand in the context of a Club that aims to support high school students in reclaiming their Spanish. This paper describes how three undergraduate university students of color’s raciolinguistic identities (Rosa & Flores, 2017) were impacted by reflecting on events in the Club and in their own lives while facilitating an afterschool Spanish heritage language Club at a continuation high school. Analysis of interviews with the teachers, curriculum, and observations in the Club through a postcolonial lense revealed that a focus on building comfort and pride in the contested space between English and Spanish through flexible use of English and Spanish, not knowing Spanish, practicing Spanish, pride in Spanish, raising the status of Spanish(es), and the space between two worlds strengthened and deepened the three teachers’ raciolinguistic identities.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117340542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"(M)othering Labeled Children: Bilingualism and Disability in the Lives of Latinx Mothers","authors":"Lauren Miranda","doi":"10.5744/shl.2023.10029","DOIUrl":"https://doi.org/10.5744/shl.2023.10029","url":null,"abstract":"","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123761432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory study addresses variation along the animacy scale in the bilingual first language acquisition of Spanish Differential Object Marking (DOM). Through the analysis of elicited narratives by child heritage speakers (HSs) and monolingual children, we report evidence that both groups distinguishbetween human and nonhuman animate direct objects (DOs) based on their DOM use. The results, albeit tentative given the data examined, suggest that variable contexts can offer new insight into the complex nature of HS grammars in order to test hypotheses of structural simplification.
{"title":"Linguistic Variation and Grammatical Complexity in Child Heritage Speakers","authors":"Pablo E. Requena","doi":"10.5744/shl.2023.1006","DOIUrl":"https://doi.org/10.5744/shl.2023.1006","url":null,"abstract":"This exploratory study addresses variation along the animacy scale in the bilingual first language acquisition of Spanish Differential Object Marking (DOM). Through the analysis of elicited narratives by child heritage speakers (HSs) and monolingual children, we report evidence that both groups distinguishbetween human and nonhuman animate direct objects (DOs) based on their DOM use. The results, albeit tentative given the data examined, suggest that variable contexts can offer new insight into the complex nature of HS grammars in order to test hypotheses of structural simplification.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123067547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This En Acción paper describes a virtual asynchronous task-based lesson on promoting critical language awareness in a blended Spanish heritage language (HL) writing course in a university setting. By merging philosophical underpinnings of critical pedagogy and task-based language teaching approaches, this paper showcases the design of a virtual critical task for students to challenge deficient linguistic ideologies (e.g., normative monolingualism, standardized Spanish) associated with the multilingual practices of Latinx individuals in the United States. Additionally, following task-based language teaching methodology, a description of pre-task and post-task activities are included to support the execution of the critical task as well as to guide students’ reflections on their critical task performance.
{"title":"Critical Tasks En Acción in the Spanish HL Classroom","authors":"Julio Torres","doi":"10.5744/shl.2023.1001","DOIUrl":"https://doi.org/10.5744/shl.2023.1001","url":null,"abstract":"This En Acción paper describes a virtual asynchronous task-based lesson on promoting critical language awareness in a blended Spanish heritage language (HL) writing course in a university setting. By merging philosophical underpinnings of critical pedagogy and task-based language teaching approaches, this paper showcases the design of a virtual critical task for students to challenge deficient linguistic ideologies (e.g., normative monolingualism, standardized Spanish) associated with the multilingual practices of Latinx individuals in the United States. Additionally, following task-based language teaching methodology, a description of pre-task and post-task activities are included to support the execution of the critical task as well as to guide students’ reflections on their critical task performance.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128112666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Se explora la comprensión y la elaboración del resumen de un texto argumentativo por parte de un grupo de 188 estudiantes de español como lengua de herencia en una universidad estadounidense. Se comparan estos resultados con los de un grupo control de 11 hablantes nativos de español matriculados en una universidad en Bogotá, Colombia. Luego de contestar una prueba de reconocimiento léxico, los participantes leyeron el texto argumentativo, completaron una prueba de comprensión de lectura y al final elaboraron un resumen del texto. Los análisis de correlación entre los diferentes instrumentos indican que, para los estudiantes de nivel intermedio, el reconocimiento léxico fue un factor determinante en la calidad de sus resúmenes, pero no ocurrió lo mismo para los avanzados ni para el grupo control de hablantes nativos del español. El bajo desempeño en la calidad del resumen fue generalizado e independiente del contexto monolingüe o bilingüe de lectura, es decir, no se encontraron diferencias estadísticamente significativas entre los resúmenes de los diferentes grupos. Nuestros resultados resaltan la importancia de incorporar la instrucción sobre el uso de estrategias lectoras en los cursos de lengua universitarios. Se sugiere además que, el uso de esquemas estructurales de los textos y de rúbricas como la utilizada en este estudio pueden resultar útiles para el reconocimiento de la estructura que subyace al texto, y para distinguir entre la información esencial de la que es irrelevante, estrategias esenciales tanto para la comprensión lectora como para la elaboración de resúmenes y de ensayos académicos.
{"title":"comprensión de textos argumentativos y la elaboración de resúmenes:","authors":"E. Velásquez","doi":"10.5744/shl.2022.1012","DOIUrl":"https://doi.org/10.5744/shl.2022.1012","url":null,"abstract":"Se explora la comprensión y la elaboración del resumen de un texto argumentativo por parte de un grupo de 188 estudiantes de español como lengua de herencia en una universidad estadounidense. Se comparan estos resultados con los de un grupo control de 11 hablantes nativos de español matriculados en una universidad en Bogotá, Colombia. Luego de contestar una prueba de reconocimiento léxico, los participantes leyeron el texto argumentativo, completaron una prueba de comprensión de lectura y al final elaboraron un resumen del texto. Los análisis de correlación entre los diferentes instrumentos indican que, para los estudiantes de nivel intermedio, el reconocimiento léxico fue un factor determinante en la calidad de sus resúmenes, pero no ocurrió lo mismo para los avanzados ni para el grupo control de hablantes nativos del español. El bajo desempeño en la calidad del resumen fue generalizado e independiente del contexto monolingüe o bilingüe de lectura, es decir, no se encontraron diferencias estadísticamente significativas entre los resúmenes de los diferentes grupos. Nuestros resultados resaltan la importancia de incorporar la instrucción sobre el uso de estrategias lectoras en los cursos de lengua universitarios. Se sugiere además que, el uso de esquemas estructurales de los textos y de rúbricas como la utilizada en este estudio pueden resultar útiles para el reconocimiento de la estructura que subyace al texto, y para distinguir entre la información esencial de la que es irrelevante, estrategias esenciales tanto para la comprensión lectora como para la elaboración de resúmenes y de ensayos académicos. ","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124660113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Pallais-Downing, Mónica Pineda, Mohit P. Mehta, Irán Galindo-Tovar, Cinthia Salinas
Policy makers and education researchers emphasize the need for English learners to develop academic language in order to improve school achievement. However, little work has been done to understand how academic language, conceptualized in English-only environments, is pedagogically relevant for prospective bilingual teachers who have experienced subtractive schooling (Valenzuela, 1996). This article presents a critical interpretive review of studies that explore Spanish development in bilingual teacher candidates who are Heritage Spanish Speakers (HSS). Our analysis of 36 studies found two main obstacles and three types of solutions towards Spanish development in bilingual teacher preparation programs. Obstacles coalesced around structural and ideological dimensions. Solutions pointed to three pathways for Spanish academic language development: content-based instruction, sociolinguistic approaches, and socio-symbolic transformations. Of the 36 articles, 20 aligned with solutions and 16 with obstacles. Our conclusions point to linguistic and cultural factors specific to Spanish-speaking communities in the United States that deserve more careful attention as part of policy-driven pedagogical improvement efforts. Based on our findings, we discuss the ambivalent experiences impinging on bilingual teacher candidates who are HSS, the implications of prevailing decontextualized approaches, and the need to further theorize the construct of academic Spanish.
{"title":"Developing Academic Spanish in Bilingual Teacher Candidates","authors":"D. Pallais-Downing, Mónica Pineda, Mohit P. Mehta, Irán Galindo-Tovar, Cinthia Salinas","doi":"10.5744/shl.2022.1010","DOIUrl":"https://doi.org/10.5744/shl.2022.1010","url":null,"abstract":"Policy makers and education researchers emphasize the need for English learners to develop academic language in order to improve school achievement. However, little work has been done to understand how academic language, conceptualized in English-only environments, is pedagogically relevant for prospective bilingual teachers who have experienced subtractive schooling (Valenzuela, 1996). This article presents a critical interpretive review of studies that explore Spanish development in bilingual teacher candidates who are Heritage Spanish Speakers (HSS). Our analysis of 36 studies found two main obstacles and three types of solutions towards Spanish development in bilingual teacher preparation programs. Obstacles coalesced around structural and ideological dimensions. Solutions pointed to three pathways for Spanish academic language development: content-based instruction, sociolinguistic approaches, and socio-symbolic transformations. Of the 36 articles, 20 aligned with solutions and 16 with obstacles. Our conclusions point to linguistic and cultural factors specific to Spanish-speaking communities in the United States that deserve more careful attention as part of policy-driven pedagogical improvement efforts. Based on our findings, we discuss the ambivalent experiences impinging on bilingual teacher candidates who are HSS, the implications of prevailing decontextualized approaches, and the need to further theorize the construct of academic Spanish.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129599685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzes the experiences of undergraduate peer-tutors in a Heritage Spanish Writing Center (HSWC). Tutors, uniquely positioned as the bridge between heritage language students and the linguistic ideals of the academic community, struggle to balance being a bilingual advocate while promoting language practices that operate within a monolingual framework. This is particularly evident in the context of students’ writing development, where literacy expectations can be more rigid. The tutors are former students who completedthe Spanish as a Heritage Language (SHL) program and, by the end of the series, had displayed increased tolerance towards their own language practices and become more conscious of their linguistic choices. However, we wanted to know if this milestone was transferred to the tutoring room once these SHL students became tutors in the program. We collected written reflections from 19 tutors over the course of two academic quarters. Our goal was to analyze how tutors navigate the transition from student to tutor and how the relationship to their new role evolves throughout the first year, specifically: 1) what they value in terms of language and literacy, 2) what strategies they use, and 3) what challenges they encounter. We find that as tutors gain more experience and utilize the support system of the other tutors, they learn to engage with the students’ writing, develop confidence in tutoring academic Spanish, and take on a mentoring role. Even with these gains, tutors still struggle with providing “adequate” feedback and negotiating the role between peer and tutor.
{"title":"“Me veía hesitant en contestar su pregunta and how to break things down”","authors":"Agustina Carando, C. J. Lozano","doi":"10.5744/shl.2022.1008","DOIUrl":"https://doi.org/10.5744/shl.2022.1008","url":null,"abstract":"This study analyzes the experiences of undergraduate peer-tutors in a Heritage Spanish Writing Center (HSWC). Tutors, uniquely positioned as the bridge between heritage language students and the linguistic ideals of the academic community, struggle to balance being a bilingual advocate while promoting language practices that operate within a monolingual framework. This is particularly evident in the context of students’ writing development, where literacy expectations can be more rigid. The tutors are former students who completedthe Spanish as a Heritage Language (SHL) program and, by the end of the series, had displayed increased tolerance towards their own language practices and become more conscious of their linguistic choices. However, we wanted to know if this milestone was transferred to the tutoring room once these SHL students became tutors in the program.\u0000We collected written reflections from 19 tutors over the course of two academic quarters. Our goal was to analyze how tutors navigate the transition from student to tutor and how the relationship to their new role evolves throughout the first year, specifically: 1) what they value in terms of language and literacy, 2) what strategies they use, and 3) what challenges they encounter. We find that as tutors gain more experience and utilize the support system of the other tutors, they learn to engage with the students’ writing, develop confidence in tutoring academic Spanish, and take on a mentoring role. Even with these gains, tutors still struggle with providing “adequate” feedback and negotiating the role between peer and tutor.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123813011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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