Ideologías de lenguaje en la instrucción e identidad del español de herencia

Authors

  • Clara Burgo Loyola University Chicago

DOI:

https://doi.org/10.19053/0121053X.n38.2021.13134

Keywords:

Spanglish, linguistic ideologies, heritage language instruction, translenguar

Abstract

Ideologies related to Latinx identity are central to heritage language (HL) instruction (Leeman et al., 2011). However, early heritage instruction was mainly focused on acquiring the standard norm (Leeman, 2012). What are the current ideologies in both the second language (L2) and heritage Spanish language classroom? This article intends to describe linguistic ideologies in the classroom, the value of English, the use of Spanglish, and how educators can
foster positive attitudes through cultural awareness and translanguaging ideologies to promote social justice by fighting hegemonic ideologies.

Downloads

Download data is not yet available.

References

Achugar, M., Scheleppegrell, M., & Oteíza, T. (2007). Engaging Teachers in Language Analysis: A Functional Linguistics Approach to Reflective Literacy. English Teaching: Practice and Critique, 6(2), 8-24.

Alonso Santillana, J. A. (2019). Impact of Student Emotions and Attitudes in L2 Spanish Beginner Students in Chattanooga State Community College (Preliminary Results). EPOS, 35, 29-50. DOI: https://doi.org/10.5944/epos.35.2019.24689

Andrade, M. (2019). Using Spanglish in the United States: A Variety of Spanish or a Way of Building Identity? The Case of Heritage Language Learners in The Foreign Languages Classroom. Camino Real, 11(14), 17-26.

Ardila, A. (2005). Spanglish: An Anglicized Spanish Dialect. Hispanic Journal of Behavioral Sciences, 27(1), 60-81. DOI: https://doi.org/10.1177/0739986304272358

Beaudrie, S., Amezcua, A., & Loza, S. (2020). Critical Language Awareness in The 10 Heritage Language Classroom: Design, Implementation, and Evaluation of A Curricular Intervention, International Multilingual Research Journal. https://doi.org./1 0.1080/19313152.2020.1753931

Beaudrie, S., & Ducar, C. (2005). Beginning Level University Heritage Programs: Creating

Space for All Heritage Language Learners. Heritage Language Journal, 3(1), 1-26.

Beaudrie, S., Ducar, C., & Relaño-Pastor, A.M. (2009). Curricular Perspectives in The Heritage Language Context: Assessing Culture and Identity. Language, Culture and Curriculum, 22, 157-174. https://doi.org/10.1080/07908310903067628 DOI: https://doi.org/10.1080/07908310903067628

Betti, S. (2011). El Spanglish en los Estados Unidos: ¿Estrategia expresiva legítima? Lenguas Modernas, 37, 33-53.

Carrasco, R., & Reigelhaupt, F. (2003). META: A Model for The Continued Acquisition of Spanish By Spanish/English Bilinguals in the United States. In A. Roca, & Colombi, M. (Eds.), Mi Lengua: Spanish as a Heritage Language in the United States (pp. 170-97). Georgetown University Press.

Carreira, M. (2007). Spanish-for-Native-Speaker Matters: Narrowing the Latino Achievement Gap Through Spanish Language Instruction. Heritage Language Journal, 5(1), 147-171. DOI: https://doi.org/10.46538/hlj.5.1.7

Christiansen, M.S. (2018). ‘¡Hable Bien M’ijo o Gringo o Mx!’: Language Ideologies in The Digital Communication Practices of Transnational Mexican Bilinguals. International Journal of Bilingual Education and Bilingualism, 21(4), 439- 450. DOI: https://doi.org/10.1080/13670050.2016.1181603

Correa, M. (2010). Heritage Language Learner Programs and Life After the Classroom.

A Not So Critical Approach. Journal of Linguistics and Language Teaching, 1(2), 221-240.

Correa, M. (2016). Critical Approaches to Heritage Language Learning: From Linguistic Survival To Resistance and Action. In P.P. Trifonas, & T. Aravossitas (Eds.), Handbook of Research and Practice in Heritage Language Education (pp.1-14). Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-44694-3_8

DeFeo, D. J. (2015). Spanish is Foreign: Heritage Speakers’ Interpretations of The Introductory Spanish Language Curriculum. International Multilingual Research Journal, 9, 108-124. DOI: https://doi.org/10.1080/19313152.2015.1016828

De Genova, N., & Ramos-Zayas, A. Y. (2003). Latino crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship. Routledge. DOI: https://doi.org/10.4324/9780203644522

Delbene, R. (2012). Students’ Stances and Evaluations Toward Spanish Language: A Case Study. International Journal of Business, Humanities, and Technology, 2(1), 121-129.

Emerick, M. R., Hoffman, B. Y., & Kanno, Y. (2020). Teaching Hispanic Restaurant Workers: Translanguaging as Culturally Sustaining Pedagogy. Anthropology & Education Quarterly, 51(3), 304-321. DOI: https://doi.org/10.1111/aeq.12340

Escamilla, K. (2006). Semilingualism Applied to The Literacy Behaviors Of Spanish Speaking Emerging Bilinguals: Bi-Illiteracy or Emerging Biliteracy? Teacher’s College Record, 108(11), 2329-2353. DOI: https://doi.org/10.1177/016146810610801108

Escobar, A. M., & Potowski, K. (2015). El español de los Estados Unidos. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781316091326

Farr, M. (2011). Urban Plurilingualism: Language Practices, Policies and Ideologies in Chicago. Journal of Pragmatics, 43(5), 1161-1172. DOI: https://doi.org/10.1016/j.pragma.2010.10.008

Fernández-Mallat, V., & Carey, M. (2017). A Matched-Guise Study on L2, Heritage, And Native Spanish Speakers’ Attitudes to Spanish in The State of Washington. Sociolinguistic Studies, 11(1), 175-198. DOI: https://doi.org/10.1558/sols.30856

Flores, N. (2016). A Tale of Two Visions: Hegemonic Whiteness and Bilingual Education. Educational Policy, 30(1), 13–38. DOI: https://doi.org/10.1177/0895904815616482

Flores, N., & García, O. (2013). Linguistic Third Spaces in Education: Teachers’ Translanguaging Across the Bilingual Continuum. In D. Little, C. Leung, & P. DOI: https://doi.org/10.21832/9781783090815-016

Van Avermaet (Eds.), Managing Diversity in Education: Languages, Policies, Pedagogies, (pp. 243-56). Multilingual Matters.

Fuller, J., & Hosemann, A. (2015). Latino Education. Language and Linguistics Compass, 9(4),168-180. https://doi.org/10.1111/lnc3.12131 DOI: https://doi.org/10.1111/lnc3.12131

Gallego, M., & Conley, R. (2013). Raising Dialectal Awareness in Spanish as A Foreign Language Courses. CAUCE, Revista Internacional de Filología, Comunicación y sus Didácticas, 36-37, 135-158.

García, L. (2020). Language and (re)negotiations of Latinx identity: Latinx Parents’ Approaches to Spanish and Bilingualism. Social Problems, 67, 40-55.

García, O. (2008). Bilingual Education in the 21st Century. Wiley-Blackwell.

García O. (2010). Languaging and Ethnifying. In J. A. Fishman & O. García (Eds.), Handbook of Language and Ethnic Identity, (pp. 519–521). Oxford University Press.

García, O., & Leiva, C. (2014). In Theorizing and Enacting Translanguaging for Social Justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as Practice and Pedagogy, (pp. 199-216). Springer. DOI: https://doi.org/10.1007/978-94-007-7856-6_11

García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Pivot. DOI: https://doi.org/10.1057/9781137385765_4

García, O., & Torres-Guevara, R. (2010). Monoglossic Ideologies and Language Policies In The Education of U.S. Latinas/os. In E.G. Murillo, S.A. Villenas, R.T. Galván, J. S. Muñoz, C. Martinez & M. Machado-Casas (Eds.). Handbook of Latinos and Education: Theory, Research and Practice (pp.183-193). Routledge.

Hernández-Chávez, E., & Bernal-Enríquez, Y. (2003). La enseñanza del español en Nuevo México. In A. Roca & C. Colombi (Eds.), Mi Lengua: Spanish as a Heritage Language in the United States, Research and Practice (pp. 96-119). Georgetown University Press.

Herrera-Rocha, L., & De La Piedra, M. T. (2019). Ideologies of Language Among ELLs on the US-Mexico Border: The Case of A Transitional Bilingual Programme. Journal of Multilingual and Multicultural Development, 40(8), 665-678. DOI: https://doi.org/10.1080/01434632.2018.1544638

Leeman, J. (2005). Engaging Critical Pedagogy: Spanish for Native Speakers. Foreign DOI: https://doi.org/10.1111/j.1944-9720.2005.tb02451.x

Language Annals, 38(1), 35-45.

Leeman, J. (2012). Investigating Language Ideologies in Spanish for Heritage Speakers. In S. Beaudrie & M. Fairclough (Eds.) Spanish as a Heritage Language in the US: State of the Science. (pp. 43-59). Georgetown University Press.

Leeman, J. (2014). Critical Approaches to The Teaching of Spanish as A Local-Foreign Language. In M. Lacorte (ed.), The Handbook of Hispanic Applied Linguistics (pp. 275-292). Routledge.

Leeman, J. (2018). Critical Language Awareness and Spanish as A Heritage Language: Challenging The Linguistic Subordination of US Latinxs. In K. Potowski (ed.), Handbook of Spanish as a Minority/ Heritage Language (pp. 345-358). Routledge. DOI: https://doi.org/10.4324/9781315735139-22

Leeman, J., & Martínez, G. (2007). From Identity to Commodity: Ideologies of Spanish DOI: https://doi.org/10.1080/15427580701340741

in Heritage Language Textbooks. Critical Inquiry in Language Studies, 4(1), 35-65.

Leeman, J., Rabin, L., & Román-Mendoza, E. (2011). Identity and Activism in Heritage Language Education. Modern Language Journal, 95(4), 481-495. DOI: https://doi.org/10.1111/j.1540-4781.2011.01237.x

López, J. (2011). Language Policing in East Los Angeles: Ideologies of Value and Parenthood in Court-Mandated Classes. Berkeley Undergraduate Journal, 24(2), 86-92. DOI: https://doi.org/10.5070/B3242011667

López García-Molins, A. (2015). Teoría del Spanglish. Tirant Humanidades.

Loza, S. (2017). Transgressing Standard Language Ideologies in The Spanish Heritage Language (SHL) Classroom. Chiricú Journal: Latina/o Literatures, Arts, and Cultures, 1(2), 56-77. DOI: https://doi.org/10.2979/chiricu.1.2.06

Mackinney, E. (2017). More than A Name: Spanish-Speaking Youth Articulating Bilingual Identities. Bilingual Research Journal, 40(3), 274-288. DOI: https://doi.org/10.1080/15235882.2017.1342716

Martínez, R.A. (2010). Spanglish as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy. Research in the Teaching of English, 45(2), 124-149.

Martínez, R.A. (2013). Reading the World in Spanglish: Hybrid Language Practices and Ideological Contestation in A Sixth Grade English Language Arts Classroom. Linguistics and Education, 24, 276-288. DOI: https://doi.org/10.1016/j.linged.2013.03.007

McEvoy, T.C. (2017). My Spanish is A Jumble: An Examination of Language Ideologies In Teachers with Low-Prestige Dialects. Hispanic Studies Review, 2(1), 28-44.

Moreno-Fernández, F. (2017). Varieties of Spanish and Assessment. Linguistic Opinions from English-Speakers. Informes del Observatorio/Observatorio Reports (031-05/2017EN), 1-51. DOI: https://doi.org/10.15427/OR031-05/2017EN

Mostow, K.E. (2017). Between Two Worlds: Utilizing the Arts to Increase Engagement and Effectiveness in the Spanish for Heritage Learners Classroom. Journal for Pedagogy, Pluralism, and Practice, 9(1), 128-148.

Oh, J.S., & Au. T.K. (2005) Learning Spanish as a Heritage Language: The Role of Sociocultural Background Variables. Language, Culture and Curriculum, 18(3), 229-241. DOI: https://doi.org/10.1080/07908310508668744

Palmer, D. (2011). The Discourse of Transition: Teachers’ Language Ideologies Within Transitional Bilingual Education Programs. International Multilingual Research Journal, 5, 103-122. DOI: https://doi.org/10.1080/19313152.2011.594019

Petrov, L. (2013). A Pilot Study of Service-Learning in A Spanish Heritage Course: Community Engagement, Identity, and Language in the Chicago Area. Hispania, 96(2), 310-327. DOI: https://doi.org/10.1353/hpn.2013.0033

Potowski, K. (2007). Language and Identity in A Dual Immersion School. Multilingual DOI: https://doi.org/10.21832/9781853599453

Matters.

Powell, C., & Carrillo, J. F. (2019). Border Pedagogy in the New Latinx South. Equity & Excellence in Education. DOI: https://doi.org/10.1080/10665684.2019.1668314

Quan, T., Pozzi, R., Kehoe, S. & Menard-Warwick, J. (2018). Spanish Heritage Language Learners in Study Abroad Across Three National Contexts. In Sanz, C. & Morales-Front, A. (Eds.), Routledge Handbook of Study Abroad. Routledge. DOI: https://doi.org/10.4324/9781315639970-29

Ramírez, J. C. (2018). “They Say Pushout, We Say Pushback!!!”: A Case Study Examination of Chicanx-Latinx After-School Youth Development and Transformational Resistance (Doctoral dissertation). UCLA.

Román, D., Pastor, A., & Basaraba, D. (2019). Internal Linguistic Discrimination: A Survey of Bilingual Teachers’ Language Attitudes Toward Their Heritage Students’ Spanish. Bilingual Research Journal, 42(1), 6-30. DOI: https://doi.org/10.1080/15235882.2018.1563006

Rosa, J. (2014). Learning Ethnolinguistic Borders: Language and Diaspora in the Socialization of US Latinas/os. In Rosalie Rolón-Dow & Jason G. Irizarry (Eds.), Diaspora Studies in Education: Toward A Framework for Understanding the Experiences of Transnational Communities (pp. 39-60). Peter Lang.

Sánchez, D. T., & Chávez, G. (2010). Are You Minority Enough? Language Ability Affects Targets’ and Perceivers’ Assessments of A Candidate’s Appropriateness for Affirmative Action. Basic and Applied Social Psychology, 32(1), 99-107. https://doi.org/10.1080/01973530903435896. DOI: https://doi.org/10.1080/01973530903435896

Sánchez-Muñoz, A. (2016). Heritage Language Healing? Learners’ Attitudes and Damage Control in A Heritage Language Classroom. In Pascual y Cabo (Ed.), Advances in Spanish in a Heritage Language (pp. 205-218). John Benjamins. DOI: https://doi.org/10.1075/sibil.49.11san

Sánchez-Muñoz, A., & Amezcua, A. (2019). Spanish As a Tool of Latinx Resistance Against Repression in A Hostile Political Climate. Chiricú Journal: Latina/o Literatures, Arts, and Cultures, 3(2), 59-76. DOI: https://doi.org/10.2979/chiricu.3.2.05

Sayer, P. (2008). Demystifying Language Mixing: Spanglish in School. Journal of Latinos and Education, 7(2), 94-112. DOI: https://doi.org/10.1080/15348430701827030

Schwieter, J.W. (2008). Language Attitudes and Gender: Descriptors and Nationalistic Ideologies. The Buckingham Journal of Language and Linguistics,1, 113- 127. DOI: https://doi.org/10.5750/bjll.v1i0.8

Sciortino, C. (2018). Reflexiones sobre el Spanglish. Un caso de estudio: el Spanglish en clase y la percepción de los estudiantes de la Illinois Mathematics and Sciency Academy. Glosas, 9(4), 50-71.

Smith, A. (2015). Spanglish in Advertising. Revista de Lenguas Modernas, 23, 167- 184. DOI: https://doi.org/10.15517/rlm.v0i23.22342

Spolsky, B. (2004). Language Policy. Cambridge University Press

Published

2021-10-21

How to Cite

Burgo, C. (2021). Ideologías de lenguaje en la instrucción e identidad del español de herencia. Cuadernos De Lingüística Hispánica, (38), 1–16. https://doi.org/10.19053/0121053X.n38.2021.13134

Issue

Section

Language pedagogy

Metrics

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.