{"title":"DIGITAL L2 WRITING LITERACIES: DIRECTIONS FOR CLASSROOM PRACTICE","authors":"Amàlia Llombart","doi":"10.5744/shl.2021.1321","DOIUrl":"https://doi.org/10.5744/shl.2021.1321","url":null,"abstract":"Book 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":"85 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":"134372921","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}
For SHL learners in U.S. schools, formal exposure to reading is more frequently experienced in English rather than Spanish. Consequently, research in SHL literacy focuses more on writing development and presumes SHL/SNS learners possess little to no reading skills in Spanish. We assert that SHL reading abilities are not inexistent, rather, that texts used in traditional classroomreading activities do not provide adequate measures of such skills (Brantmeier, 2005). Our efforts in designing an innovative reading task as part of a placement measure (MacGregor-Mendoza & Moreno, 2020a), provided an opportunity to investigate how diverse literary forms aid in identifying the literacy skills that SHL learners already do possess. The present study demonstrates that shedding the perspective of reading from an L2 standpoint and instead, modeling texts after those used by SHL learners in their own daily literacy practices provides greater opportunities to discern their reading abilities for the purposes of placement and beyond.
{"title":"SHL Literacy Skills","authors":"Patricia MacGregor-Mendoza, G. Moreno","doi":"10.5744/shl.2021.1159","DOIUrl":"https://doi.org/10.5744/shl.2021.1159","url":null,"abstract":"For SHL learners in U.S. schools, formal exposure to reading is more frequently experienced in English rather than Spanish. Consequently, research in SHL literacy focuses more on writing development and presumes SHL/SNS learners possess little to no reading skills in Spanish. We assert that SHL reading abilities are not inexistent, rather, that texts used in traditional classroomreading activities do not provide adequate measures of such skills (Brantmeier, 2005). Our efforts in designing an innovative reading task as part of a placement measure (MacGregor-Mendoza & Moreno, 2020a), provided an opportunity to investigate how diverse literary forms aid in identifying the literacy skills that SHL learners already do possess. The present study demonstrates that shedding the perspective of reading from an L2 standpoint and instead, modeling texts after those used by SHL learners in their own daily literacy practices provides greater opportunities to discern their reading abilities for the purposes of placement and beyond.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"29 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":"116737822","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 present study explores the sociophonetic perception of second-generation Mexican Americans in the United States to determine (a) whether heritage Spanish speakers associate coda /s/ aspiration with social meaning, (b) if their perceptions align with those of monolingual Mexican Spanish speakers, and (c) how coda /s/ variation is perceived in in-group (Mexican) and out-group (Puerto Rican) voices. To answer these questions, 75 listeners participated in a matched-guise study in which they rated Mexican and Puerto Rican male voices presented with coda [s] and coda [h] along a matrix of social properties (e.g., niceness and intelligence). Mixed-effects linear and multinomial regression models fitted to 7,500 evaluations showed that heritage Spanish speakers perceive coda [h] as a marker of lower status and confidence, older age, and a Caribbean identity (p < 0.01), similar to the social evaluations held bymonolingual Mexicans in a previous study (Chappell, 2019a), but speaker origin played a pivotal role in heritage listener evaluations. In-group Mexican voices received nuanced evaluations based on phonetic variant, while social evaluations of the Puerto Rican voices were less variable. Additionally, the listeners’ written comments, which often made use of local relationships or community knowledge, support the notion that heritage listeners perceive new voices in light of their own lived experiences and expectations of their family’s variety of Spanish. Through its combination of quantitative and qualitative methods, this article highlights the sociolinguistic competence of second-generation speakers, repudiating deficit perspectives toward heritage Spanish.
{"title":"Heritage Mexican Spanish Speakers’ Sociophonetic Perception of /s/ Aspiration","authors":"W. Chappell","doi":"10.5744/shl.2021.1131","DOIUrl":"https://doi.org/10.5744/shl.2021.1131","url":null,"abstract":"The present study explores the sociophonetic perception of second-generation Mexican Americans in the United States to determine (a) whether heritage Spanish speakers associate coda /s/ aspiration with social meaning, (b) if their perceptions align with those of monolingual Mexican Spanish speakers, and (c) how coda /s/ variation is perceived in in-group (Mexican) and out-group (Puerto Rican) voices. To answer these questions, 75 listeners participated in a matched-guise study in which they rated Mexican and Puerto Rican male voices presented with coda [s] and coda [h] along a matrix of social properties (e.g., niceness and intelligence). Mixed-effects linear and multinomial regression models fitted to 7,500 evaluations showed that heritage Spanish speakers perceive coda [h] as a marker of lower status and confidence, older age, and a Caribbean identity (p < 0.01), similar to the social evaluations held bymonolingual Mexicans in a previous study (Chappell, 2019a), but speaker origin played a pivotal role in heritage listener evaluations. In-group Mexican voices received nuanced evaluations based on phonetic variant, while social evaluations of the Puerto Rican voices were less variable. Additionally, the listeners’ written comments, which often made use of local relationships or community knowledge, support the notion that heritage listeners perceive new voices in light of their own lived experiences and expectations of their family’s variety of Spanish. Through its combination of quantitative and qualitative methods, this article highlights the sociolinguistic competence of second-generation speakers, repudiating deficit perspectives toward heritage Spanish.","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":"129933489","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":"SPEAKING SPANISH IN THE US: THE SOCIOPOLITICS OF LANGUAGE, 2nd edition","authors":"Mary Hudgens Henderson","doi":"10.5744/shl.1007","DOIUrl":"https://doi.org/10.5744/shl.1007","url":null,"abstract":"","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121835390","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}
In this article, the authors analyze the creation of a performance piece in both English and Spanish with undergraduate students to creatively combine Latina/o/x oral histories and performance artists’ personal experiences as Spanish speakers. Each performer selected an oral history collected by one of the authors in the digital and publicly available archive, Oral Narratives of Latin@s in Ohio. Through a Latino Critical Race Theory framework, and an analysis of the undergraduate student performers’ and audience’s reactions, the authors demonstrate how this kind of performance can be used as a pedagogical tool to strengthen Spanish as a heritage language learners’ sense of belonging in predominantly white educational spaces by contesting epistemic violence and forging Latina/o/x networks of solidarity. Linguistic and cultural maintenance in the face of racialization is conceptualized as a tool for place-making and social justice, particularly in the Midwestern communities that have experienced backlash to growing Latino presence. The performance provides a model for future artistic work that harnesses the power of community cultural wealth as conceptualized by education and Latina/o studies scholar Tara Yosso (2005). Crucially, rather than insist on cultural and linguistic conformity for the sake of social and political unity, this work critically attends to the diversity among Latina/o/x experiences represented across the performance.
{"title":"On Loss, Gain, Acceptance and Belonging: Spanish in the Midwest","authors":"Elena Foulis, Stacey Alex","doi":"10.5744/shl.2021.1002","DOIUrl":"https://doi.org/10.5744/shl.2021.1002","url":null,"abstract":"In this article, the authors analyze the creation of a performance piece in both English and Spanish with undergraduate students to creatively combine Latina/o/x oral histories and performance artists’ personal experiences as Spanish speakers. Each performer selected an oral history collected by one of the authors in the digital and publicly available archive, Oral Narratives of Latin@s in Ohio. Through a Latino Critical Race Theory framework, and an analysis of the undergraduate student performers’ and audience’s reactions, the authors demonstrate how this kind of performance can be used as a pedagogical tool to strengthen Spanish as a heritage language learners’ sense of belonging in predominantly white educational spaces by contesting epistemic violence and forging Latina/o/x networks of solidarity. Linguistic and cultural maintenance in the face of racialization is conceptualized as a tool for place-making and social justice, particularly in the Midwestern communities that have experienced backlash to growing Latino presence. The performance provides a model for future artistic work that harnesses the power of community cultural wealth as conceptualized by education and Latina/o studies scholar Tara Yosso (2005). Crucially, rather than insist on cultural and linguistic conformity for the sake of social and political unity, this work critically attends to the diversity among Latina/o/x experiences represented across the performance.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129713482","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":"THE CORAL WAY BILINGUAL PROGRAM","authors":"Jessica Mitchell-McCollough","doi":"10.5744/shl.2021.1008","DOIUrl":"https://doi.org/10.5744/shl.2021.1008","url":null,"abstract":"","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120937701","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 present study explores whether heritage speakers of Spanish in the United States pronounce voiceless stops (/p, t, k/) differently in cognate words and non-cognate words in Spanish and in English depending on their degree of dominance in both languages. The acoustic measurement used to determine whether /p, t, k/ are pronounced differently or not is the Voice Onset Time (or VOT), which is longer for word initial /p, t, k/ in English whereas it is shorter in Spanish (Lisker & Abramson, 1964). This study analyzes the production data of 8 heritage speakers who completed the Bilingual Language Profile (or BLP) Questionnaire (Birdsong et al., 2012), a read-aloud task, and a follow-up interview. The results show that informants pronounce /p, t, k/ differently in English and in Spanish. Moreover, informants’ linguistic dominance influences their production of voiceless stops in English, but not as much in Spanish. A closer look at the data shows that informants’ language proficiency could be influencing their pronunciation of /p, t, k/ in Spanish. Furthermore, this study shows that there is an overall effect of cognate words in the production of voiceless stops in Spanish and English. The current study is of interest because it focuses on heritage speakers’ phonemic inventories, an understudied area of linguistics (Rao & Ronquest, 2015; Kim, 2018) and it combines the BLP Questionnaire and the follow-up interview to retrieve information about heritage speakers’ degree of bilingualism and linguistic attitudes. This methodology allows to explore how sociolinguistic attributes influence heritage speakers’ pronunciation.
本研究探讨了美国的西班牙语传统使用者在西班牙语和英语的同源词和非同源词中是否会根据他们在两种语言中的主导程度而不同地发出不发音的顿音(/p, t, k/)。用于确定/p, t, k/是否发音不同的声学测量是语音开始时间(Voice Onset Time, VOT)，在英语中，单词开头的/p, t, k/较长，而在西班牙语中较短(Lisker & Abramson, 1964)。本研究分析了8位传承语者的生产数据，这些传承语者完成了双语语言特征问卷(Birdsong et al.， 2012)、大声阅读任务和随访访谈。结果表明，告密者在英语和西班牙语中对/p、t、k/的发音不同。此外，告密者的语言优势影响了他们在英语中产生的无音顿音，但在西班牙语中影响不大。仔细研究这些数据就会发现，被调查者的语言熟练程度可能会影响他们在西班牙语中/p、t、k/的发音。此外，本研究还表明，在西班牙语和英语中，同源词对无音顿音的产生有整体的影响。目前的研究很有趣，因为它关注的是传统说话者的音位清单，这是语言学中一个未被充分研究的领域(Rao & Ronquest, 2015;Kim, 2018)，并结合BLP问卷和后续访谈来检索有关传统说话者的双语程度和语言态度的信息。这种方法允许探索社会语言学属性如何影响传统说话者的发音。
{"title":"The Production of /p, t, k/ among Heritage Speakers of Spanish in the United States","authors":"Oihane Muxika-Loitzate","doi":"10.5744/shl.2021.1001","DOIUrl":"https://doi.org/10.5744/shl.2021.1001","url":null,"abstract":"The present study explores whether heritage speakers of Spanish in the United States pronounce voiceless stops (/p, t, k/) differently in cognate words and non-cognate words in Spanish and in English depending on their degree of dominance in both languages. The acoustic measurement used to determine whether /p, t, k/ are pronounced differently or not is the Voice Onset Time (or VOT), which is longer for word initial /p, t, k/ in English whereas it is shorter in Spanish (Lisker & Abramson, 1964). This study analyzes the production data of 8 heritage speakers who completed the Bilingual Language Profile (or BLP) Questionnaire (Birdsong et al., 2012), a read-aloud task, and a follow-up interview. The results show that informants pronounce /p, t, k/ differently in English and in Spanish. Moreover, informants’ linguistic dominance influences their production of voiceless stops in English, but not as much in Spanish. A closer look at the data shows that informants’ language proficiency could be influencing their pronunciation of /p, t, k/ in Spanish. Furthermore, this study shows that there is an overall effect of cognate words in the production of voiceless stops in Spanish and English. The current study is of interest because it focuses on heritage speakers’ phonemic inventories, an understudied area of linguistics (Rao & Ronquest, 2015; Kim, 2018) and it combines the BLP Questionnaire and the follow-up interview to retrieve information about heritage speakers’ degree of bilingualism and linguistic attitudes. This methodology allows to explore how sociolinguistic attributes influence heritage speakers’ pronunciation.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120994542","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}
Dissertation defense date: October 1, 2019 Supervisors:Prof. dr. Aafke Hulk, University of AmsterdamDr. Petra Sleeman, University of AmsterdamDr. Suzanne Aalberse, University of Amsterdam Defense Committee:Prof. dr. Jeannette Schaeffer, University of AmsterdamProf. dr. Judith Rispens, University of AmsterdamProf. dr. Enoch Aboh, University of AmsterdamDr. Maria del Carmen Parafita Couto, University of LeidenProf. dr. Jason Rothman, University of TromsøDr. Cristina Flores, University of Minho
论文答辩日期:2019年10月1日导师:教授。Aafke Hulk博士，阿姆斯特丹大学Petra Sleeman阿姆斯特丹大学博士Suzanne Aalberse，阿姆斯特丹大学国防委员会:教授Jeannette Schaeffer博士，阿姆斯特丹大学教授Judith Rispens博士，阿姆斯特丹大学教授。Enoch Aboh博士，阿姆斯特丹大学Maria del Carmen Parafita Couto，莱顿大学教授。dr. Jason Rothman, University of troms ø;Cristina Flores, Minho大学
{"title":"Vulnerability in Heritage Speakers of Spanish in the Netherlands","authors":"Brechje van Osch","doi":"10.5744/SHL.2021.1004","DOIUrl":"https://doi.org/10.5744/SHL.2021.1004","url":null,"abstract":"Dissertation defense date: October 1, 2019 \u0000Supervisors:Prof. dr. Aafke Hulk, University of AmsterdamDr. Petra Sleeman, University of AmsterdamDr. Suzanne Aalberse, University of Amsterdam \u0000Defense Committee:Prof. dr. Jeannette Schaeffer, University of AmsterdamProf. dr. Judith Rispens, University of AmsterdamProf. dr. Enoch Aboh, University of AmsterdamDr. Maria del Carmen Parafita Couto, University of LeidenProf. dr. Jason Rothman, University of TromsøDr. Cristina Flores, University of Minho","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123771730","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 current study examines a previously understudied dimension of heritage speakers’ lexical knowledge by focusing on verbal collocations. Two tests were designed in order to assess both receptive (recognition) and productive (recall) knowledge of sixty Spanish collocations. The collocations were divided into three types (congruent, partially congruent, and incongruent) based on a ratings survey that established their degree of correspondence with English. Participants’ language dominance and their use of Spanish in various daily activities were included as individual variables. The results indicate that the participants knew a vast majority of the collocations on the recognition test, but that their ability to recall the collocations was somewhat more limited. Congruency had a significant effect on participants’ performance, but this finding must be interpreted in light of the interaction between congruency and word frequency. Significant correlations were found between performance on both tests and language dominance, as well as a number of variables involving interaction in Spanish (text messaging) and exposure (listening to music, reading for fun). These data are discussed in relation to previous studies on the acquisition of collocations and heritage speakers’ knowledge of individual words.
{"title":"How Many Collocations do Heritage Speakers Know?","authors":"Eve C. Zyzik","doi":"10.5744/shl.2021.1003","DOIUrl":"https://doi.org/10.5744/shl.2021.1003","url":null,"abstract":"The current study examines a previously understudied dimension of heritage speakers’ lexical knowledge by focusing on verbal collocations. Two tests were designed in order to assess both receptive (recognition) and productive (recall) knowledge of sixty Spanish collocations. The collocations were divided into three types (congruent, partially congruent, and incongruent) based on a ratings survey that established their degree of correspondence with English. Participants’ language dominance and their use of Spanish in various daily activities were included as individual variables. The results indicate that the participants knew a vast majority of the collocations on the recognition test, but that their ability to recall the collocations was somewhat more limited. Congruency had a significant effect on participants’ performance, but this finding must be interpreted in light of the interaction between congruency and word frequency. Significant correlations were found between performance on both tests and language dominance, as well as a number of variables involving interaction in Spanish (text messaging) and exposure (listening to music, reading for fun). These data are discussed in relation to previous studies on the acquisition of collocations and heritage speakers’ knowledge of individual words.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115173542","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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