‘Mentor, friend, teacher, and learner’: The beauty, opportunities, and challenges of heritage speakers as heritage language educators

IF 3.6 1区 文学 Q1 LINGUISTICS
Meagan Y Driver, Gabriela DeRobles
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引用次数: 0

Abstract

The last decade has seen an increased interest in heritage language education (HLE), yet only limited work is guided by in-group scholars and community members who themselves identify as heritage speakers (i.e. individuals with family connections to a non-English language). The present study addresses a lack of in-group representation in the research by investigating current barriers and opportunities in HLE through semi-structured narrative interviews with eight in-group HS educators from five different heritage language backgrounds. A thematic analysis of qualitative findings uncovered a multitude of common and critical issues experienced by HS educators, including the benefits and hardships of sharing a sociolinguistic background with HL students and the emotional roller coaster of teaching a personal HL. Findings also outline numerous needs specific to this community of educators, such as increased in-group representation in the field and greater support for social-emotional and professional success and well-being. Results suggest a number of institutional implications to empower current HS educators and encourage a pipeline from HL student to HL teacher for individuals from minoritized language backgrounds.
导师、朋友、老师和学习者":讲遗产语言者作为遗产语言教育者的魅力、机遇和挑战
过去十年中,人们对遗产语言教育(HLE)的兴趣与日俱增,然而,只有有限的研究工作是由群体内学者和社区成员指导的,他们自己也认为自己是讲遗产语言的人(即与非英语语言有家庭联系的人)。本研究通过对来自五种不同遗产语言背景的八位遗产语言教育工作者进行半结构式叙事访谈,调查当前遗产语言教育的障碍和机遇,从而解决研究中缺乏群体内代表的问题。对定性研究结果的主题分析揭示了高中教育工作者所经历的许多共同而关键的问题,包括与高中学生分享社会语言背景的益处和困难,以及教授个人高中语文的情绪波动。研究结果还概述了这一教育工作者群体的众多具体需求,如增加该领域的群体内代表,以及为社会情感和职业成功与幸福提供更多支持。研究结果还提出了一些制度方面的建议,以增强当前高中教育工作者的能力,并鼓励为来自少数民族语言背景的个人建立从高中生到高中教师的通道。
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来源期刊
Applied Linguistics
Applied Linguistics LINGUISTICS-
CiteScore
7.60
自引率
8.30%
发文量
0
期刊介绍: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies.
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