{"title":"Telecolaboración","authors":"Paola Guerrero","doi":"10.5744/shl.2022.1014","DOIUrl":"https://doi.org/10.5744/shl.2022.1014","url":null,"abstract":"Es un resumen de una tesis doctoral.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"6 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":"131810084","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}
Accent marks are one of the top reasons why heritage language learners of Spanish decide to study the language formally, yet many SHL instructors struggle to teach accent marks in a comprehensible way and there is a dearth of pedagogical research in this area. This paper presents a discovery-learning method of teaching written accent marks to HL learners that is student-centered and allows students to deduce the rules of accentuation from linguistic data. A step-by-step approach is explained along with tips for building background knowledge, implementation, and differentiation. The relationship between oral proficiency, reading proficiency, phonological awareness and morphological awareness are discussed, along with suggestions for future research.
{"title":"Teaching Written Accent Marks to Spanish as a Heritage Language Learners","authors":"Mary Hudgens Henderson","doi":"10.5744/shl.2022.1009","DOIUrl":"https://doi.org/10.5744/shl.2022.1009","url":null,"abstract":"Accent marks are one of the top reasons why heritage language learners of Spanish decide to study the language formally, yet many SHL instructors struggle to teach accent marks in a comprehensible way and there is a dearth of pedagogical research in this area. This paper presents a discovery-learning method of teaching written accent marks to HL learners that is student-centered and allows students to deduce the rules of accentuation from linguistic data. A step-by-step approach is explained along with tips for building background knowledge, implementation, and differentiation. The relationship between oral proficiency, reading proficiency, phonological awareness and morphological awareness are discussed, along with suggestions for future research.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"86 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":"121612044","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}
The authors reflect on their experiences hosting a literary contest for Spanish as a heritage language (SHL) at a major university in the Pacific Northwest. The contest is described and recommendations are offered for those seeking to host such a competition. The goal of this paper is to underscore the potential of SHL creative writing competitions to empower students and their communities, to foster student retention and success, and to promote SHL program growth.
{"title":"Reflections on a Heritage Spanish Literary Contest","authors":"Robert Sanders, Elena Avilés","doi":"10.5744/shl.2022.1011","DOIUrl":"https://doi.org/10.5744/shl.2022.1011","url":null,"abstract":"The authors reflect on their experiences hosting a literary contest for Spanish as a heritage language (SHL) at a major university in the Pacific Northwest. The contest is described and recommendations are offered for those seeking to host such a competition. The goal of this paper is to underscore the potential of SHL creative writing competitions to empower students and their communities, to foster student retention and success, and to promote SHL program growth.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"29 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":"121106789","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}
The following is a description of a pedagogical initiative that has resulted from the collaboration between a Spanish for Heritage/Bilingual Program and a Language Center at a medium-sized private institution in the United States. The initiative is grounded in the need to provide coordinated, early college experiences that positively benefit underrepresented student communities, such as Spanish heritage speakers, particularly through educationally purposeful or “high-impact” practices based on linguistic inclusivity (Ladson-Billings, 1995; Kuh, 2008). We rely on curricular design that centers the unique profile of heritage students, creating equitable learning spaces where translanguaging practices are intrinsic to the pedagogical design. With these goals in mind, the collaborative program described here integrates a peer-to-peer writing consultation experience as part of a Spanish for heritage learners course requirement. In these sessions, students autonomously engage with language tutors and their peers outside of the classroom for guidance and discussion on the course’s writing projects, as well as other topics of student academic interest. This collaboration is motivated by critical pedagogical design grounded in theoretical notions that see bilingualism as a dynamic, and not linear system (Palmer & Martínez, 2013; García & Wei, 2014), and that highlight the translingual literacy practices of heritage students in an out-of-classroom academic spaces (Reznicek-Parrado, 2020). In this paper, we discuss course integration and the logistical details of a peer-to-peer consultation program design, illustrating a model for institutional structures and pedagogies that work in tandem with the intention of promoting heritage student success.
{"title":"Integration of Peer Support Services in the Spanish as a Heritage Language Curriculum","authors":"Lina M. Reznicek-Parrado, Adrienne Gonzales","doi":"10.5744/shl.2022.1013","DOIUrl":"https://doi.org/10.5744/shl.2022.1013","url":null,"abstract":"The following is a description of a pedagogical initiative that has resulted from the collaboration between a Spanish for Heritage/Bilingual Program and a Language Center at a medium-sized private institution in the United States. The initiative is grounded in the need to provide coordinated, early college experiences that positively benefit underrepresented student communities, such as Spanish heritage speakers, particularly through educationally purposeful or “high-impact” practices based on linguistic inclusivity (Ladson-Billings, 1995; Kuh, 2008). We rely on curricular design that centers the unique profile of heritage students, creating equitable learning spaces where translanguaging practices are intrinsic to the pedagogical design. With these goals in mind, the collaborative program described here integrates a peer-to-peer writing consultation experience as part of a Spanish for heritage learners course requirement. In these sessions, students autonomously engage with language tutors and their peers outside of the classroom for guidance and discussion on the course’s writing projects, as well as other topics of student academic interest. This collaboration is motivated by critical pedagogical design grounded in theoretical notions that see bilingualism as a dynamic, and not linear system (Palmer & Martínez, 2013; García & Wei, 2014), and that highlight the translingual literacy practices of heritage students in an out-of-classroom academic spaces (Reznicek-Parrado, 2020). In this paper, we discuss course integration and the logistical details of a peer-to-peer consultation program design, illustrating a model for institutional structures and pedagogies that work in tandem with the intention of promoting heritage student success.","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":"115692328","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 manuscript describes a course for heritage speakers (HSs) of Spanish implemented at a large state university in the Northeast US. As has been reported, HSs face pervasive language-based discriminatory practices and attitudes within academic and societal contexts. To challenge this discrimination, heritage language (HL) education must provide students with knowledge and analytic tools to deconstruct denigrating language ideologies as well as some of the sociopolitical forces undergirding them. Doing so may help break the symbolic shackles of these ideologies and foster linguistic gains through the appreciation of linguistic variation. Critically-oriented HL courses looking to achieve this goal, however, are still scarce in the US. Hence, this work aims to contribute to ongoing discussions of how to design this type of course by presenting the rationale behind this new curriculum and making explicit connections between critical sociolinguistics research and the content and tasks of each course unit. Unlike other HL courses whose critical component is an add-on to more traditional linguistic and cultural content, this course makes demystifying language ideologies its main driving force.
{"title":"Critical Sociolinguistics Meets Curriculum Design","authors":"Jorge Mendez Seijas, L. Spino","doi":"10.5744/shl.2022.1007","DOIUrl":"https://doi.org/10.5744/shl.2022.1007","url":null,"abstract":"This manuscript describes a course for heritage speakers (HSs) of Spanish implemented at a large state university in the Northeast US. As has been reported, HSs face pervasive language-based discriminatory practices and attitudes within academic and societal contexts. To challenge this discrimination, heritage language (HL) education must provide students with knowledge and analytic tools to deconstruct denigrating language ideologies as well as some of the sociopolitical forces undergirding them. Doing so may help break the symbolic shackles of these ideologies and foster linguistic gains through the appreciation of linguistic variation. Critically-oriented HL courses looking to achieve this goal, however, are still scarce in the US. Hence, this work aims to contribute to ongoing discussions of how to design this type of course by presenting the rationale behind this new curriculum and making explicit connections between critical sociolinguistics research and the content and tasks of each course unit. Unlike other HL courses whose critical component is an add-on to more traditional linguistic and cultural content, this course makes demystifying language ideologies its main driving force.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"11 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":"114077043","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}
The inherent variability of heritage grammars is still poorly understood. The present study challenges employs a usage-based approach to integrate sociolinguistic data into the design of a psycholinguistic experiment that examines processing of the Spanish subjunctive during online comprehension in heritage speakers. The findings reported highlight that factors such as the community examined, the ecological validity of the materials used and the diversity of explanatory variables included in analyses can contribute significantly to a more unified theory of heritage language acquisition and processing.
{"title":"Heritage speakers’ online processing of the Spanish subjunctive: A comprehensive usage-based study","authors":"Priscila López-Beltrán","doi":"10.5744/shl.2021.1462","DOIUrl":"https://doi.org/10.5744/shl.2021.1462","url":null,"abstract":"The inherent variability of heritage grammars is still poorly understood. The present study challenges employs a usage-based approach to integrate sociolinguistic data into the design of a psycholinguistic experiment that examines processing of the Spanish subjunctive during online comprehension in heritage speakers. The findings reported highlight that factors such as the community examined, the ecological validity of the materials used and the diversity of explanatory variables included in analyses can contribute significantly to a more unified theory of heritage language acquisition and processing.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296925","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}
Este artículo presenta un estudio de investigación-acción que responde a la necesidad de incluir proyectos pedagógicos en las clases de composición para hablantes de herencia donde no solo se busque el desarrollo del registro académico, sino que también les permita a los estudiantes ampliar su rango de usos bilingües, exponerse a diferentes registros y valorar el uso del español enla comunidad. Para satisfacer esta necesidad pedagógica, se implementó un proyecto digital de análisis del uso del español en el paisaje lingüístico en el cual los estudiantes exploraron, describieron y reflexionaron sobre el uso de la lengua heredada en señales, rótulos, carteles o anuncios en los espacios públicos de una ciudad del norte de Arizona. En particular, se presenta una justificaciónpedagógica del análisis del paisaje lingüístico en la instrucción para hablantes de herencia, una descripción del proyecto digital implementado, lo reportado por los estudiantes, así como algunas conclusiones sobre su valor en la clase y sugerencias para su implementación.
{"title":"Examinando el Paisaje Lingüístico en una Clase de Composición para Hablantes de Herencia","authors":"Yuly Asención‐Delaney","doi":"10.5744/shl.2021.1149","DOIUrl":"https://doi.org/10.5744/shl.2021.1149","url":null,"abstract":"Este artículo presenta un estudio de investigación-acción que responde a la necesidad de incluir proyectos pedagógicos en las clases de composición para hablantes de herencia donde no solo se busque el desarrollo del registro académico, sino que también les permita a los estudiantes ampliar su rango de usos bilingües, exponerse a diferentes registros y valorar el uso del español enla comunidad. Para satisfacer esta necesidad pedagógica, se implementó un proyecto digital de análisis del uso del español en el paisaje lingüístico en el cual los estudiantes exploraron, describieron y reflexionaron sobre el uso de la lengua heredada en señales, rótulos, carteles o anuncios en los espacios públicos de una ciudad del norte de Arizona. En particular, se presenta una justificaciónpedagógica del análisis del paisaje lingüístico en la instrucción para hablantes de herencia, una descripción del proyecto digital implementado, lo reportado por los estudiantes, así como algunas conclusiones sobre su valor en la clase y sugerencias para su implementación.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125226237","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}
Scholars have argued that restricted language input slows language acquisition, but the pathway of development may remain the same. The current study investigated the influence of amount of Spanish input on Spanish demonstrative usage among 19 U.S. child heritage speakers, ages 3;4–8;7. Demonstratives are among the first grammatical features to emerge in children’s language, but we know little about their acquisition by heritage speakers. Previous research shows that monolingual Spanish-speaking children rely heavily on este/esta ‘this’ andonly later learn to vary between demonstrative forms, using este/esta primarily for proximal referents and ese/esa ‘that’ for distal referents. As such, we hypothesized that child heritage speakers who experience restricted Spanish input would rely on este/esta for a prolonged period of time. 586 demonstratives were elicited during a puzzle completion task and were coded for referent location (proximal, distal). Contrary to our hypothesis, less Spanish spoken at home negatively correlated with proportion of este/esta-usage. Children exposed to abundant Spanish in the home patterned like adult monolingual Spanish speakers, producing este/esta for proximal referents and ese/esa for distal referents. By contrast, children who experienced restricted input in Spanish produced mostly ese/esa, regardless of spatial location of the referent. The results suggest that restricted input in Spanish yields a developmental trajectory with overgeneralization of ese/esa rather than este/esta. Importantly, we argue thatthe identification of two groups of child heritage speakers who exhibit different developmental pathways lends itself to differentiated instruction in the heritage language classroom.
{"title":"Pathways of Development in Child Heritage Speakers' Use of Spanish Demonstratives","authors":"Naomi L. Shin, M. Marchesi, Jill P. Morford","doi":"10.5744/shl.2021.1150","DOIUrl":"https://doi.org/10.5744/shl.2021.1150","url":null,"abstract":"Scholars have argued that restricted language input slows language acquisition, but the pathway of development may remain the same. The current study investigated the influence of amount of Spanish input on Spanish demonstrative usage among 19 U.S. child heritage speakers, ages 3;4–8;7. Demonstratives are among the first grammatical features to emerge in children’s language, but we know little about their acquisition by heritage speakers. Previous research shows that monolingual Spanish-speaking children rely heavily on este/esta ‘this’ andonly later learn to vary between demonstrative forms, using este/esta primarily for proximal referents and ese/esa ‘that’ for distal referents. As such, we hypothesized that child heritage speakers who experience restricted Spanish input would rely on este/esta for a prolonged period of time. 586 demonstratives were elicited during a puzzle completion task and were coded for referent location (proximal, distal). Contrary to our hypothesis, less Spanish spoken at home negatively correlated with proportion of este/esta-usage. Children exposed to abundant Spanish in the home patterned like adult monolingual Spanish speakers, producing este/esta for proximal referents and ese/esa for distal referents. By contrast, children who experienced restricted input in Spanish produced mostly ese/esa, regardless of spatial location of the referent. The results suggest that restricted input in Spanish yields a developmental trajectory with overgeneralization of ese/esa rather than este/esta. Importantly, we argue thatthe identification of two groups of child heritage speakers who exhibit different developmental pathways lends itself to differentiated instruction in the heritage language classroom.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126860822","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}
Children who have learned to speak Spanish at home, have had some or all of their schooling in English, and who go (back) to the homeland of their family—in this case, Mexico—are a type of heritage speaker. Informed by a decade-long, qualitative research study based in Mexico, I discuss the educational trajectories of such students in order to identify ways to support their transition to schooling in Spanish. Because the field of Spanish as a Heritage Language has been supporting student achievement in reading andwriting for decades, its pedagogies and methods offer a ready source of applicability to the Mexican context. However, I conclude that Mexican educators and decision-makers must also consider locally appropriate applications and broader curricular changes.
{"title":"Heritage Spanish Speakers (Back) in Mexico","authors":"K. Tacelosky","doi":"10.5744/shl.2021.1154","DOIUrl":"https://doi.org/10.5744/shl.2021.1154","url":null,"abstract":"Children who have learned to speak Spanish at home, have had some or all of their schooling in English, and who go (back) to the homeland of their family—in this case, Mexico—are a type of heritage speaker. Informed by a decade-long, qualitative research study based in Mexico, I discuss the educational trajectories of such students in order to identify ways to support their transition to schooling in Spanish. Because the field of Spanish as a Heritage Language has been supporting student achievement in reading andwriting for decades, its pedagogies and methods offer a ready source of applicability to the Mexican context. However, I conclude that Mexican educators and decision-makers must also consider locally appropriate applications and broader curricular changes.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129864589","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":"HERITAGE SPEAKERS OF SPANISH AND STUDY ABROAD (1ST EDITION)","authors":"Clara Burgo","doi":"10.5744/shl.2021.1463","DOIUrl":"https://doi.org/10.5744/shl.2021.1463","url":null,"abstract":"Review of Digital L2 Writing Literacies: Directions for Classroom Practice by Ana Oskoz and Idoia Elola. Equinox Publishing, 2020, 250 pp.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"325 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116326729","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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