Spanish as a Heritage Language in the United States, Research and Practice
Publication Year: 2003
An increasing number of U.S. Latinos are seeking to become more proficient in Spanish. The Spanish they may have been exposed to in childhood may not be sufficient when they find themselves as adults in more demanding environments, academic or professional. Heritage language learners appear in a wide spectrum of proficiency, from those who have a low level of speaking abilities, to those who may have a higher degree of bilingualism, but not fluent. Whatever the individual case may be, these heritage speakers of Spanish have different linguistic and pedagogical needs than those students learning Spanish as a second or foreign language.
The members of the American Association of Teachers of Spanish and Portuguese (AATSP) have identified teaching heritage learners as their second greatest area of concern (after proficiency testing). Editors Ana Roca and Cecilia Colombi saw a great need for greater availability and dissemination of scholarly research in applied linguistics and pedagogy that address the development and maintenance of Spanish as a heritage language and the teaching of Spanish to U.S. Hispanic bilingual students in grades K-16. The result is Mi lengua: Spanish as a Heritage Language in the United States.
Mi lengua delves into the research, theory, and practice of teaching Spanish as a heritage language in the United States. The editors and contributors examine theoretical considerations in the field of Heritage Language Development (HLD) as well as community and classroom-based research studies at the elementary, secondary, and university levels. Some chapters are written in Spanish and each chapter presents a practical section on pedagogical implications that provides practice-related suggestions for the teaching of Spanish as a heritage language to students from elementary grades to secondary and college and university levels.
Published by: Georgetown University Press
Title Page, Copyright
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Table of Contents
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For those of us concerned about the use and teaching of non-English languages in the United States, these are times of many contradictions. We are living in a moment when antibilingual education efforts have spread from California to Arizona to Colorado and more recently to Massachusetts. ...
Chapter 1: Insights from Research and Practice in Spanish as a Heritage Language
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Mi lengua: Spanish as a Heritage Language in the United States addresses the issues and challenges of developing and maintaining Spanish as a heritage language in the United States. Our book brings together work that addresses theoretical considerations in the field of Heritage Language Development (HLD), ...
Part I: Spanish as a Heritage Language: Theoretical Considerations
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Chapter 2: Toward a Theory of Heritage Language Acquisition: Spanish in the United States
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The sociolinguistic realities of English and Spanish, at the national and world levels, have evolved in fundamental ways since the 1960s. Traditional theoretical models of language variation, bilingualism, and language shift in the U.S. must be reconceptualized within the post-2000 context, ...
Chapter 3: Profiles of SNS Students in the Twenty-first Century: Pedagogical Implications of the Changing Demographics and Social Status of U.S. Hispanics
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Marketing surveys, socioeconomic studies of U.S. Hispanics, and census data provide a basis for making a number of projections regarding the composition of future heritage language students of Spanish. Specifically, they suggest that the number of students with intermediate to low levels of fluency in informal varieties of spoken Spanish will likely increase in the coming decades, ...
Chapter 4: Un enfoque funcional para la enseñanza del ensayo expositivo
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En el sistema educacional actual, las clases multiculturales son la norma en los Estados Unidos. Gran parte de la diversidad en nuestras escuelas es lingtifstica y esta directamente relacionada con los desaffos que implica desarrollar una alfabetizaci6n academica. Desafartunadamente en las escuelas existen pocas posibilidades de desarrollar un lenguaje academico en otras lenguas que no sea ingles. ...
Chapter 5: La enseñanza del español en Nuevo México: ¿Revitalización o erradicación de la variedad chicana?
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A principios del siglo XX, el espanol dejó de ser el medio de instrucción en las escuelas publicas de Nuevo Mexico, siendo reemplazado por el ingles segun una estipulación de la Constitución de 1911 (Meyer 1977; Milk 1980; Hernandez Chavez 1994a, 1995). Como consecuencia de esta polftica, el estudio lingüístico formal de los hispanos neomexicanos, ...
Part II: Community and Classroom-based Research Studies: Implications for Instruction K-16
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Chapter 6: "Spanish in My Blood": Children's Spanish Language Development in Dual-Language Immersion Programs
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In this chapter, we present a view of heritage language learning in dual-language immersion elementary school settings. This is part of a larger qualitative study (Language Learning in Two Dual-language Immersion Programs) in which we are attempting to describe children's language development in both English and Spanish across three years. ...
Chapter 7: Minority Perspectives on Language: Mexican and Mexican-American Adolescents' Attitudes toward Spanish and English
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Over the past years, increasing attention has been devoted to educational programs and practices that serve linguistic and cultural minority students. Recent treatments such as those of Ladson-Billings (1994), Haberman (1995), and Olsen (1997) have yielded a consistent profile: successful teachers are those who demonstrate the following: ...
Chapter 8: META: A Model for the Continued Acquisition of Spanish by Spanish/English Bilinguals in the United States
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META is a holistic model for the acquisition of languages (Carrasco and Riegelhaupt 1992), and it is at once a research design, a curriculum, and a pedagogy. It is particularly useful for the continued acquisition of Spanish by heritage learners. While META was first developed and tested in language and culture immersion contexts in Mexico ...
Chapter 9: La enseñanza del español a los hispanohablantes bilingües y su efecto en la producción oral
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Durante las ultimas decadas, numerosos estudios sociolingtifsticos se han enfocado en la situación de contacto entre el espanol y el ingles en los Estados Unidos. En muchos casas, los resultados de las investigaciones se obtuvieron a partir del amllisis de la covariación de varios factores sociales y lingtifsticos. ...
Chapter 10: Academic Registers in Spanish in the U.S.: A Study of Oral Texts Produced by Bilingual Speakers in a University Graduate Program
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The relationship between the social contexts where language is used and the language produced in these contexts can help us understand how discursive communities are constructed. Gee (1996) and Street (1999) argue that in order to become a member of the academic discourse community, individuals need to learn something more than the language appropriate for academic situations. ...
Chapter 11: ¡No me suena!
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"iAy' Pero es que no me suena." Chances are that every teacher who has worked with heritage Spanish students has heard this refrain as students attempt to transfer to paper the thoughts they hold in their head only to find that it just doesn't sound "right." ...
Chapter 12: Navegando a través del registro formal: Curso para hispanohablantes bilingües
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En este ensayo quiero compartir con ellectar los resultados obtenidos en un curso piloto de espanol para hispanohablantes bilingües. Este curso fue disenado para estudiantes subgraduados a un nivel intermedio avanzado, cuarto semestre de espanol y ultimo prerrequisito de lengua para ser aceptado en la especialidad. ...
Chapter 13: Spanish Print Environments: Implications for Heritage Language Development
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This essay examines the Spanish print environments in predominantly Latino neighborhoods in two different cities: one located in Southern California and one in the Midwest. The purpose of the study is to "print map" the general print environments in the respective communities, investigating the range of reading materials available in Spanish. ...
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Page Count: 320
Publication Year: 2003