Spanish as a Heritage Language最新文献_第2页

Telecolaboración

Spanish as a Heritage Language Pub Date : 2022-10-10 DOI: 10.5744/shl.2022.1014

Paola Guerrero

引用次数: 0

Teaching Written Accent Marks to Spanish as a Heritage Language Learners 作为传统语言的西班牙语学习者的书面重音教学

Spanish as a Heritage Language Pub Date : 2022-10-10 DOI: 10.5744/shl.2022.1009

Mary Hudgens Henderson

引用次数: 0

Reflections on a Heritage Spanish Literary Contest 对西班牙传统文学竞赛的反思

Spanish as a Heritage Language Pub Date : 2022-10-10 DOI: 10.5744/shl.2022.1011

Robert Sanders, Elena Avilés

引用次数: 0

Integration of Peer Support Services in the Spanish as a Heritage Language Curriculum 西班牙语作为传统语言课程中同伴支持服务的整合

Spanish as a Heritage Language Pub Date : 2022-10-10 DOI: 10.5744/shl.2022.1013

Lina M. Reznicek-Parrado, Adrienne Gonzales

{"title":"Integration of Peer Support Services in the Spanish as a Heritage Language Curriculum","authors":"Lina M. Reznicek-Parrado, Adrienne Gonzales","doi":"10.5744/shl.2022.1013","DOIUrl":"https://doi.org/10.5744/shl.2022.1013","url":null,"abstract":"The following is a description of a pedagogical initiative that has resulted from the collaboration between a Spanish for Heritage/Bilingual Program and a Language Center at a medium-sized private institution in the United States. The initiative is grounded in the need to provide coordinated, early college experiences that positively benefit underrepresented student communities, such as Spanish heritage speakers, particularly through educationally purposeful or “high-impact” practices based on linguistic inclusivity (Ladson-Billings, 1995; Kuh, 2008). We rely on curricular design that centers the unique profile of heritage students, creating equitable learning spaces where translanguaging practices are intrinsic to the pedagogical design. With these goals in mind, the collaborative program described here integrates a peer-to-peer writing consultation experience as part of a Spanish for heritage learners course requirement. In these sessions, students autonomously engage with language tutors and their peers outside of the classroom for guidance and discussion on the course’s writing projects, as well as other topics of student academic interest. This collaboration is motivated by critical pedagogical design grounded in theoretical notions that see bilingualism as a dynamic, and not linear system (Palmer & Martínez, 2013; García & Wei, 2014), and that highlight the translingual literacy practices of heritage students in an out-of-classroom academic spaces (Reznicek-Parrado, 2020). In this paper, we discuss course integration and the logistical details of a peer-to-peer consultation program design, illustrating a model for institutional structures and pedagogies that work in tandem with the intention of promoting heritage student success.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115692328","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}

引用次数: 0

Critical Sociolinguistics Meets Curriculum Design 批判社会语言学与课程设计

Spanish as a Heritage Language Pub Date : 2022-10-10 DOI: 10.5744/shl.2022.1007

Jorge Mendez Seijas, L. Spino

{"title":"Critical Sociolinguistics Meets Curriculum Design","authors":"Jorge Mendez Seijas, L. Spino","doi":"10.5744/shl.2022.1007","DOIUrl":"https://doi.org/10.5744/shl.2022.1007","url":null,"abstract":"This manuscript describes a course for heritage speakers (HSs) of Spanish implemented at a large state university in the Northeast US. As has been reported, HSs face pervasive language-based discriminatory practices and attitudes within academic and societal contexts. To challenge this discrimination, heritage language (HL) education must provide students with knowledge and analytic tools to deconstruct denigrating language ideologies as well as some of the sociopolitical forces undergirding them. Doing so may help break the symbolic shackles of these ideologies and foster linguistic gains through the appreciation of linguistic variation. Critically-oriented HL courses looking to achieve this goal, however, are still scarce in the US. Hence, this work aims to contribute to ongoing discussions of how to design this type of course by presenting the rationale behind this new curriculum and making explicit connections between critical sociolinguistics research and the content and tasks of each course unit. Unlike other HL courses whose critical component is an add-on to more traditional linguistic and cultural content, this course makes demystifying language ideologies its main driving force.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114077043","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}

引用次数: 1

Heritage speakers’ online processing of the Spanish subjunctive: A comprehensive usage-based study 传统语言使用者对西班牙语虚拟语气的在线处理:一项基于用法的综合研究

Spanish as a Heritage Language Pub Date : 2021-12-30 DOI: 10.5744/shl.2021.1462

Priscila López-Beltrán

引用次数: 3

Examinando el Paisaje Lingüístico en una Clase de Composición para Hablantes de Herencia 在传统口语作文课上考察语言景观

Spanish as a Heritage Language Pub Date : 2021-12-30 DOI: 10.5744/shl.2021.1149

Yuly Asención‐Delaney

引用次数: 0

Pathways of Development in Child Heritage Speakers' Use of Spanish Demonstratives 儿童遗产说话者西班牙语指示语使用的发展路径

Spanish as a Heritage Language Pub Date : 2021-12-30 DOI: 10.5744/shl.2021.1150

Naomi L. Shin, M. Marchesi, Jill P. Morford

{"title":"Pathways of Development in Child Heritage Speakers' Use of Spanish Demonstratives","authors":"Naomi L. Shin, M. Marchesi, Jill P. Morford","doi":"10.5744/shl.2021.1150","DOIUrl":"https://doi.org/10.5744/shl.2021.1150","url":null,"abstract":"Scholars have argued that restricted language input slows language acquisition, but the pathway of development may remain the same. The current study investigated the influence of amount of Spanish input on Spanish demonstrative usage among 19 U.S. child heritage speakers, ages 3;4–8;7. Demonstratives are among the first grammatical features to emerge in children’s language, but we know little about their acquisition by heritage speakers. Previous research shows that monolingual Spanish-speaking children rely heavily on este/esta ‘this’ andonly later learn to vary between demonstrative forms, using este/esta primarily for proximal referents and ese/esa ‘that’ for distal referents. As such, we hypothesized that child heritage speakers who experience restricted Spanish input would rely on este/esta for a prolonged period of time. 586 demonstratives were elicited during a puzzle completion task and were coded for referent location (proximal, distal). Contrary to our hypothesis, less Spanish spoken at home negatively correlated with proportion of este/esta-usage. Children exposed to abundant Spanish in the home patterned like adult monolingual Spanish speakers, producing este/esta for proximal referents and ese/esa for distal referents. By contrast, children who experienced restricted input in Spanish produced mostly ese/esa, regardless of spatial location of the referent. The results suggest that restricted input in Spanish yields a developmental trajectory with overgeneralization of ese/esa rather than este/esta. Importantly, we argue thatthe identification of two groups of child heritage speakers who exhibit different developmental pathways lends itself to differentiated instruction in the heritage language classroom.","PeriodicalId":134759,"journal":{"name":"Spanish as a Heritage Language","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126860822","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}

引用次数: 3

Heritage Spanish Speakers (Back) in Mexico 墨西哥的传统西班牙语使用者

Spanish as a Heritage Language Pub Date : 2021-12-30 DOI: 10.5744/shl.2021.1154

K. Tacelosky

引用次数: 0

HERITAGE SPEAKERS OF SPANISH AND STUDY ABROAD (1ST EDITION) 西班牙语的传承和海外学习(第1版)

Spanish as a Heritage Language Pub Date : 2021-12-30 DOI: 10.5744/shl.2021.1463

Clara Burgo

引用次数: 0