Roles assigned to heritage learners in beginner Spanish mixed classes
- Yuly Asención-Delaney
Resumo
Dados recentes indicam que existe uma grande população de aprendizes de espanhol como idioma herdado em instituições universitárias nos Estados Unidos (NCES, 2017). No entanto, apenas 40% das instituições oferecem pelo menos um curso para esses alunos (Beaudrie, 2012). Essa situação obriga os palestrantes a fazer cursos de idiomas projetados para alunos do espanhol como segundo idioma, em aulas mistas. Este artigo relata um estudo realizado para responder às seguintes perguntas de pesquisa: a) Quais são os papéis que os instrutores atribuem aos palestrantes em aulas para iniciantes? E b) Como os papéis atribuídos estão apoiando o desempenho dos seus objetivos instrucionais de idioma e atender às suas necessidades de conexão cultural? Os resultados indicam que os professores atribuem uma variedade de papéis aos falantes de patrimônio, servindo como modelo o informante linguístico, pragmático e cultural, tradutor e tutor. Esses papéis podem apoiar ou inibir os objetivos linguísticos e culturais dos falantes do patrimônio, dependendo do nível do idioma. Este artigo conclui com uma discussão das implicações desses resultados em relação à formação de professores necessária para melhor atender esses alunos em turmas mistas.
Palavras-chave
papel do aluno, ensino de idiomas, falantes de patrimônio
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