Pub Date : 2021-02-18DOI: 10.19053/0121053X.N37.2021.11282
L. Ciro
Presentar y clasificar algunas Unidades Fraseológicas Fijas, halladas en novelas de Gabriel García Márquez, es el propósito en este artículo. La metodología propuesta comprende la lectura detallada, el análisis y la recolección del corpus fraseológico en algunas novelas del autor, así como la confrontación de dicho corpus con diccionarios monolingües y fraseológicos del español general, y diccionarios de colombianismos, para determinar factores semánticos y pragmáticos de estas unidades. Como resultado se elaboró un listado de fraseologismos presentes en la obra del escritor colombiano, lo que permite observar que la novelística de García Márquez es una valiosa fuente de expresiones fraseológicas. Se concluye que la obra literaria, tomada como corpus lingüístico, ofrece posibilidades para estudiar los recursos expresivos de la lengua en uso; de ahí, la pertinencia de este análisis, por cuanto los estudios de fraseología en la literatura son un campo de investigación fecundo, que requieren mayor exploración en obras colombianas.
{"title":"El texto literario como corpus lingüístico: fraseología en novelas de García Márquez","authors":"L. Ciro","doi":"10.19053/0121053X.N37.2021.11282","DOIUrl":"https://doi.org/10.19053/0121053X.N37.2021.11282","url":null,"abstract":"Presentar y clasificar algunas Unidades Fraseológicas Fijas, halladas en novelas de Gabriel García Márquez, es el propósito en este artículo. La metodología propuesta comprende la lectura detallada, el análisis y la recolección del corpus fraseológico en algunas novelas del autor, así como la confrontación de dicho corpus con diccionarios monolingües y fraseológicos del español general, y diccionarios de colombianismos, para determinar factores semánticos y pragmáticos de estas unidades. Como resultado se elaboró un listado de fraseologismos presentes en la obra del escritor colombiano, lo que permite observar que la novelística de García Márquez es una valiosa fuente de expresiones fraseológicas. Se concluye que la obra literaria, tomada como corpus lingüístico, ofrece posibilidades para estudiar los recursos expresivos de la lengua en uso; de ahí, la pertinencia de este análisis, por cuanto los estudios de fraseología en la literatura son un campo de investigación fecundo, que requieren mayor exploración en obras colombianas.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47494095","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}
Pub Date : 2021-02-17DOI: 10.19053/0121053X.N37.2021.11841
M. Chamorro
The aim of this paper is to carry out a general review of the field of linguistic attitudes and, of its application in foreign languages teaching. It begins with a disciplinary placement of linguistic attitudes, taking into account the main authors and theoretical lines. Likewise, it inquires about their relationships with linguistic awareness, linguistic insecurity, stereotypes and prejudices. Then, the problem of defining linguistic attitudes and the characterization of their various components from different approaches is examined. Similarly, relationships between style, prestige and linguistic attitudes studies in the educational field are analyzed, and how formation of linguistic attitudes influences the teaching/learning processes of foreign languages. Finally, connections between linguistic attitudes, motivation, language acquisition and how these connections intervene in communicative competence and in the processes of communicative accommodation of the language speaker are studied.
{"title":"Actitudes lingüísticas, revisión teórica y repercusiones en la enseñanza de lenguas extranjeras","authors":"M. Chamorro","doi":"10.19053/0121053X.N37.2021.11841","DOIUrl":"https://doi.org/10.19053/0121053X.N37.2021.11841","url":null,"abstract":"The aim of this paper is to carry out a general review of the field of linguistic attitudes and, of its application in foreign languages teaching. It begins with a disciplinary placement of linguistic attitudes, taking into account the main authors and theoretical lines. Likewise, it inquires about their relationships with linguistic awareness, linguistic insecurity, stereotypes and prejudices. Then, the problem of defining linguistic attitudes and the characterization of their various components from different approaches is examined. Similarly, relationships between style, prestige and linguistic attitudes studies in the educational field are analyzed, and how formation of linguistic attitudes influences the teaching/learning processes of foreign languages. Finally, connections between linguistic attitudes, motivation, language acquisition and how these connections intervene in communicative competence and in the processes of communicative accommodation of the language speaker are studied.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43551706","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}
Pub Date : 2020-07-21DOI: 10.19053/0121053x.n36.2020.10716
Ángela Cristina Contreras-Wise
La constante exposición a una o varias palabras conlleva el desarrollo de la habilidad para representar mentalmente la forma fonológica de una palabra hablada de una forma precisa. Esta habilidad se cultiva a lo largo de los años de escolaridad al estar en contacto con esa lengua. Sin embargo, los estudiantes de herencia hispana (HH) en los Estados Unidos no han sido escolarizados lo suficientemente en esa lengua durante esos años en los que tal adquisición es esencial. Estos estudiantes retoman la escolaridad de la lengua en la universidad, donde buscan aprender ortografía para prepararse en áreas académicas y profesionales (Beaudrie & Ducar, 2005 ) Este trabajo compara la frecuencia y tipología de errores ortográficos en 40 ensayos clasificados en cuatro niveles. Se buscaba identificar el nivel que produce más errores ortográficos y la categoría y grafema con mayor frecuencia de errores producidos por este grupo estudiantil. Los resultados confirmaron lo esperado: entre más alto es el nivel, menor es el porcentaje de errores ortográficos.
{"title":"Análisis de los errores ortográficos en la escritura de los estudiantes de herencia","authors":"Ángela Cristina Contreras-Wise","doi":"10.19053/0121053x.n36.2020.10716","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.10716","url":null,"abstract":"La constante exposición a una o varias palabras conlleva el desarrollo de la habilidad para representar mentalmente la forma fonológica de una palabra hablada de una forma precisa. Esta habilidad se cultiva a lo largo de los años de escolaridad al estar en contacto con esa lengua. Sin embargo, los estudiantes de herencia hispana (HH) en los Estados Unidos no han sido escolarizados lo suficientemente en esa lengua durante esos años en los que tal adquisición es esencial. Estos estudiantes retoman la escolaridad de la lengua en la universidad, donde buscan aprender ortografía para prepararse en áreas académicas y profesionales (Beaudrie & Ducar, 2005 ) \u0000Este trabajo compara la frecuencia y tipología de errores ortográficos en 40 ensayos clasificados en cuatro niveles. Se buscaba identificar el nivel que produce más errores ortográficos y la categoría y grafema con mayor frecuencia de errores producidos por este grupo estudiantil. Los resultados confirmaron lo esperado: entre más alto es el nivel, menor es el porcentaje de errores ortográficos.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44851102","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}
Pub Date : 2020-07-15DOI: 10.19053/0121053x.n36.2020.10989
Paola Alarcón Hernández, Víctor Vásquez Bustos, C. D. Díaz Larenas, Carolina Venegas Carrasco
In the context of various reforms to the Chilean educational system and the demonstrations that it has provoked, the objective of this investigation is to analyse the metaphorical concepts about the figure of the teacher. In the study we used a qualitative approach and a phenomenological design. 168 Chilean English Teaching students who were in the final years of their undergraduate degree answered an eliciting metaphor questionnaire. The analysis of the metaphorical expressions obtained from the questionnaire was carried out through semantic content analysis. From this analysis, three major categories were defined: metaphors focused on the teacher, metaphors focused on the students and metaphors focused on the teacher’s social recognition. The results show that, even though the subjects are aware of the difficulties of their practice, they have a positive impression of the teaching practice. In parallel, the prevailing idea was that of the teacher as a medium for the learning of his or her students.
{"title":"El profesor como guía y guerrero: metáforas sobre la profesión docente","authors":"Paola Alarcón Hernández, Víctor Vásquez Bustos, C. D. Díaz Larenas, Carolina Venegas Carrasco","doi":"10.19053/0121053x.n36.2020.10989","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.10989","url":null,"abstract":"In the context of various reforms to the Chilean educational system and the demonstrations that it has provoked, the objective of this investigation is to analyse the metaphorical concepts about the figure of the teacher. In the study we used a qualitative approach and a phenomenological design. 168 Chilean English Teaching students who were in the final years of their undergraduate degree answered an eliciting metaphor questionnaire. The analysis of the metaphorical expressions obtained from the questionnaire was carried out through semantic content analysis. From this analysis, three major categories were defined: metaphors focused on the teacher, metaphors focused on the students and metaphors focused on the teacher’s social recognition. The results show that, even though the subjects are aware of the difficulties of their practice, they have a positive impression of the teaching practice. In parallel, the prevailing idea was that of the teacher as a medium for the learning of his or her students.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42244288","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}
Pub Date : 2020-07-14DOI: 10.19053/0121053x.n36.2020.11431
M. Beaton
This study considers the syllabification perceptions of heritage speakers of Spanish (HSS), second language learners, and monolingual speakers in words with io sequences in order to understand the differences between HSS and the other two groups. Participants completed a reading task and then a listening task in which they indicated the number of syllables in each stimulus perceived. Three different lexical stress patterns were tested: stress on i (like río), stress on o (like pidió), and atonic syllables (like folio). The results show that heritage participants behave like monolinguals with audio stimuli, but in the reading task they interpret orthographic accent marks as indicators that two vowels should be divided into separate syllables. This leads to accurate interpretations of stimuli with stress on i, since Spanish phonology dictates that stressed high vowels are syllabified in hiatus. Atonic syllables, which lack an orthographic accent, are correctly syllabified as diphthongs. However, heritage participants were less accurate with stress on o because they treated these stimuli like those with stress on i. These findings have implications for both linguistic theory and for pedagogy.
{"title":"Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish","authors":"M. Beaton","doi":"10.19053/0121053x.n36.2020.11431","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.11431","url":null,"abstract":"This study considers the syllabification perceptions of heritage speakers of Spanish (HSS), second language learners, and monolingual speakers in words with io sequences in order to understand the differences between HSS and the other two groups. Participants completed a reading task and then a listening task in which they indicated the number of syllables in each stimulus perceived. Three different lexical stress patterns were tested: stress on i (like río), stress on o (like pidió), and atonic syllables (like folio). The results show that heritage participants behave like monolinguals with audio stimuli, but in the reading task they interpret orthographic accent marks as indicators that two vowels should be divided into separate syllables. This leads to accurate interpretations of stimuli with stress on i, since Spanish phonology dictates that stressed high vowels are syllabified in hiatus. Atonic syllables, which lack an orthographic accent, are correctly syllabified as diphthongs. However, heritage participants were less accurate with stress on o because they treated these stimuli like those with stress on i. These findings have implications for both linguistic theory and for pedagogy.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48420674","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}
Pub Date : 2020-07-14DOI: 10.19053/0121053x.n36.2020.10673
Alejandra Itzel Ortiz Villegas
En este trabajo se plantea que los adjuntos expresados en una frase nominal de orientación temporal tienen una función predicativa. Las construcciones objeto de estudio son del tipo: se negaron a ser trasladados el miércoles. La descripción de estas frases nominales se fundamenta en el hecho de que semánticamente la frase nominal temporal es un predicado eventivo y sintácticamente esta unidad gramatical puede o no ser requerida por el verbo. El aporte de este trabajo se centra, por una parte, en la identificación de un argumento sintáctico y en la caracterización sintáctica y semántica de un adjunto; y por otra, en la justificación del carácter predicativo de los adjuntos. La forma como saturan sus argumentos los verbos y los adjuntos no es de la misma naturaleza sintáctica, pero sí, semántica. Los datos utilizados para ilustrar este hecho de lengua han sido retomados de diferentes fuentes.
{"title":"Frases nominales predicativas de orientación temporal","authors":"Alejandra Itzel Ortiz Villegas","doi":"10.19053/0121053x.n36.2020.10673","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.10673","url":null,"abstract":"En este trabajo se plantea que los adjuntos expresados en una frase nominal de orientación temporal tienen una función predicativa. Las construcciones objeto de estudio son del tipo: se negaron a ser trasladados el miércoles. La descripción de estas frases nominales se fundamenta en el hecho de que semánticamente la frase nominal temporal es un predicado eventivo y sintácticamente esta unidad gramatical puede o no ser requerida por el verbo. El aporte de este trabajo se centra, por una parte, en la identificación de un argumento sintáctico y en la caracterización sintáctica y semántica de un adjunto; y por otra, en la justificación del carácter predicativo de los adjuntos. La forma como saturan sus argumentos los verbos y los adjuntos no es de la misma naturaleza sintáctica, pero sí, semántica. Los datos utilizados para ilustrar este hecho de lengua han sido retomados de diferentes fuentes.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958259","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}
Pub Date : 2020-07-13DOI: 10.19053/0121053x.n36.2020.10875
C. Sánchez, Lucía Bustamante Vélez
This article aims to describe the characteristics of the process of re-ethnization of the Kankuamo Indigenous of Cesar state, through the speeches of the actors who participated in the process. These discourses represent scenarios of legitimacy since they are arranged as an instrument of political and administrative recognition, establishing relationships in hegemonic and domination spaces. The analysis is proposed from a documentary sources review, such as ethnological studies that supported such institutional recognition, documents and audiovisual records of the Kankuamo Reservation that are part of the process memory. The political nature of ethnic recovery is discussed, and it is established that the speech appears as a device that materializes in social reproduction through the mechanisms of legitimation such as territory, identity or indigenity.
{"title":"Reetnización y legitimación de los indígenas kankuamo en los discursos de identidad","authors":"C. Sánchez, Lucía Bustamante Vélez","doi":"10.19053/0121053x.n36.2020.10875","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.10875","url":null,"abstract":"This article aims to describe the characteristics of the process of re-ethnization of the Kankuamo Indigenous of Cesar state, through the speeches of the actors who participated in the process. These discourses represent scenarios of legitimacy since they are arranged as an instrument of political and administrative recognition, establishing relationships in hegemonic and domination spaces. The analysis is proposed from a documentary sources review, such as ethnological studies that supported such institutional recognition, documents and audiovisual records of the Kankuamo Reservation that are part of the process memory. The political nature of ethnic recovery is discussed, and it is established that the speech appears as a device that materializes in social reproduction through the mechanisms of legitimation such as territory, identity or indigenity.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133639","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}
Pub Date : 2020-07-08DOI: 10.19053/0121053x.n36.2020.11302
Patricia Gubitosi, C. Puma, D. Narváez
Diaspora studies on migration communities have shown how these transnational groups appropriate the new space in the receptive country through a process of deterritorialization and reterritorialization. These processes involve a reinterpretation and reconceptualization of the linguistic relationship between the language of the diaspora group and those spoken in the new home. One of the most visible places where this contextual relation must be negotiated is in the public sphere, where language, culture and identity are inevitably interwoven (Blackwood, Lanza & Woldemariam, 2016). Using a multimodal approach and using both qualitative and quantitative methodologies, this article analyzes how an Ecuadorian-American community in Queens transformed the linguistic landscape of their surroundings to make it similar to what this community had in their home country.
{"title":"Landscaping an Ecuadorian neighborhood in Queens, NY","authors":"Patricia Gubitosi, C. Puma, D. Narváez","doi":"10.19053/0121053x.n36.2020.11302","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.11302","url":null,"abstract":"Diaspora studies on migration communities have shown how these transnational groups appropriate the new space in the receptive country through a process of deterritorialization and reterritorialization. These processes involve a reinterpretation and reconceptualization of the linguistic relationship between the language of the diaspora group and those spoken in the new home. One of the most visible places where this contextual relation must be negotiated is in the public sphere, where language, culture and identity are inevitably interwoven (Blackwood, Lanza & Woldemariam, 2016). Using a multimodal approach and using both qualitative and quantitative methodologies, this article analyzes how an Ecuadorian-American community in Queens transformed the linguistic landscape of their surroundings to make it similar to what this community had in their home country.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43231898","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}
Pub Date : 2020-07-07DOI: 10.19053/0121053x.n36.2020.11229
Farah Ali
Owing to the continuous influx of immigration in Catalonia, multilingualism has become the bedrock of this region. Still, Catalan and Spanish remain the dominant languages of everyday communication and immigrants are faced with the challenge of adopting both Spanish and Catalan linguistic identities. This dual acculturation process can span across generations and can be impacted by a variety of sociocultural factors. Additionally, motivation to acculturate can be rooted in individuals’ own complex identities that are constructed in different sociocultural contexts, a connection that Norton (2000) has conceptualized as “investment.” This study examines Muslim immigrant women’s investment in Spanish and Catalan, as well as the sociocultural factors that play a role in this investment. The present study relies on data gathered from 34 Muslim immigrant women from diverse geographic backgrounds. Findings indicate that a variety of factors impact informants’ relationship with their linguistic identities, often in disparate ways. Furthermore, first and second-generation informants presented distinct experiences with acculturation, suggesting that it is a transgenerational process. Finally, informants’ responses also suggest that their linguistic investment is informed by their gendered and religious identity.
{"title":"Dra. Multilingualism and Acculturation in Catalonia: An Analysis of Muslim Immigrant Women","authors":"Farah Ali","doi":"10.19053/0121053x.n36.2020.11229","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.11229","url":null,"abstract":"Owing to the continuous influx of immigration in Catalonia, multilingualism has become the bedrock of this region. Still, Catalan and Spanish remain the dominant languages of everyday communication and immigrants are faced with the challenge of adopting both Spanish and Catalan linguistic identities. This dual acculturation process can span across generations and can be impacted by a variety of sociocultural factors. Additionally, motivation to acculturate can be rooted in individuals’ own complex identities that are constructed in different sociocultural contexts, a connection that Norton (2000) has conceptualized as “investment.” This study examines Muslim immigrant women’s investment in Spanish and Catalan, as well as the sociocultural factors that play a role in this investment. The present study relies on data gathered from 34 Muslim immigrant women from diverse geographic backgrounds. Findings indicate that a variety of factors impact informants’ relationship with their linguistic identities, often in disparate ways. Furthermore, first and second-generation informants presented distinct experiences with acculturation, suggesting that it is a transgenerational process. Finally, informants’ responses also suggest that their linguistic investment is informed by their gendered and religious identity.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711288","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}
Pub Date : 2020-07-06DOI: 10.19053/0121053x.n36.2020.11230
Yuly Asención‐Delaney
Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics [NCES], 2017). However, only 40% of institutions offer at least one course for this student population (Beaudrie, 2012). This situation forces HLs to take language courses designed for Spanish second language learners (i.e., mixed classes). This article reports a study that was carried out to answer the following research questions: a) what roles do instructors assign to HLs in their beginner classes, and b) how do these observed roles support the HL language instruction goals and meet their needs for cultural connection? Results indicate that teachers assign a variety of roles to heritage learners in their beginner Spanish classes. These roles include serving as a language model or informant in terms of linguistic, pragmatic or cultural knowledge, translating and tutoring. The assigned roles could support or inhibit heritage learners’ linguistic and cultural goals depending on their linguistic level. This article concludes with a discussion of the implications of these findings as they pertain to the required teacher training to better serve these learners in mixed language classes.
{"title":"Roles assigned to heritage learners in beginner Spanish mixed classes","authors":"Yuly Asención‐Delaney","doi":"10.19053/0121053x.n36.2020.11230","DOIUrl":"https://doi.org/10.19053/0121053x.n36.2020.11230","url":null,"abstract":"Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics [NCES], 2017). However, only 40% of institutions offer at least one course for this student population (Beaudrie, 2012). This situation forces HLs to take language courses designed for Spanish second language learners (i.e., mixed classes). This article reports a study that was carried out to answer the following research questions: a) what roles do instructors assign to HLs in their beginner classes, and b) how do these observed roles support the HL language instruction goals and meet their needs for cultural connection? Results indicate that teachers assign a variety of roles to heritage learners in their beginner Spanish classes. These roles include serving as a language model or informant in terms of linguistic, pragmatic or cultural knowledge, translating and tutoring. The assigned roles could support or inhibit heritage learners’ linguistic and cultural goals depending on their linguistic level. This article concludes with a discussion of the implications of these findings as they pertain to the required teacher training to better serve these learners in mixed language classes.","PeriodicalId":40910,"journal":{"name":"Cuadernos de Linguistica Hispanica","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47445871","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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