Latin American Languages and Societies Commons^™

Tres Apuestas Por Lo Porvenir, Silvia Gabriela Kurlat Ares

Alambique. Revista académica de ciencia ficción y fantasía / Jornal acadêmico de ficção científica e fantasía

No abstract provided.

2024 Conference Program, Georgia Southern University

South East Coastal Conference on Languages & Literatures (SECCLL)

2024 Conference Program

What Would It Take To Prepare Critical Spanish Heritage Language (Shl) Instructors?, Gabrielle Yocupicio

11th National Symposium on Spanish as a Heritage Language

In the last decade, prominent scholars (Beaudrie & Loza, 2021; Leeman & Serafini, 2016; Martinez, 2016; Parra, 2016) have called for the adoption of critical language awareness (CLA) as a primary framework for carrying out Spanish heritage language (SHL) instructional goals. Thus, research on preparing SHL instructors for critical teaching continues to necessitate the opinions and advice of current practitioners engaging in CLA efforts. This presentation hopes to contribute to this research by honing into the recommendations of five educators working in a well-established SHL program at a U.S. Southwest university. Drawing from my dissertation, I employed qualitative semi-structured interviews …

Helping Spanish Heritage Speakers Decolonialize Their Attitudes Towards The Language: The Classroom As A Community That Aims To Heal Generational Linguistic Wounds., Claudia Pozzobon Potratz

11th National Symposium on Spanish as a Heritage Language

Generational language wounds are the result of language loss caused by trauma, discrimination, or deficit narrative. Heritage language instructors can learn to identify manifestations of these wounds and help their students heal so they can have a healthy relationship with their language and culture.

The Gen Z Heritage Learner: Redefining The Shl Program For A Post-Pandemic Generation, Alejandro Acero Ayuda

11th National Symposium on Spanish as a Heritage Language

The purpose of this presentation is to reflect on some of the perspectives, beliefs and policies that lie behind the definition, understanding and framework of ‘success’ (Beaudrie, 2020) according to the Spanish Heritage Language (SHL) programs, and the design on which these programs rely to develop their curricular foundation for the upcoming generation of heritage learners.

How ‘success’ materializes depends on what is the specific profile of Heritage Language Speaker (HLS) used as reference according to each SHL program’s perspective (Carreira, 2012). The larger vision upheld on what is the SHL Education specific purpose, deeply influences the theories and perspectives …

Actitudes En Pro Y En Contra Sobre El Uso Del Lenguaje Inclusivo Y Su Enseñanza En El Salón De Clases De Shl., Brisa Del Bosque, Mica Boh

11th National Symposium on Spanish as a Heritage Language

Con esta investigación, buscamos predecir si la enseñanza del lenguaje inclusivo en español en los salones de clase de español como SHL y como L2, provocará que su uso continúe en la lengua española o pase como una moda efímera.

Encuestamos a 75 instructores de Español K-12 en los Estados Unidos, que compartieron sus opiniones sobre la enseñanza y el uso del lenguaje inclusivo. La mayor parte de los instructores que respondieron nuestra encuesta, han enseñado a estudiantes de SHL y L2.

Como instructores de español, se puede ignorar la propuesta del lenguaje inclusivo y seguir enseñando de la forma …

“En El Corazón De Texas: La Necesidad De Profesionales Bilingües Y Un Análisis De Los Servicios Para Hispanohablantes En La Comunidad Local”, Karla Gonzalez, Danica Komlofske, Logan Stankard, Taegan Hendricks

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Mi Arte Es Mi Lengua: Promoting Nuestro Español Through Art And Resistence, Christian Faltis

11th National Symposium on Spanish as a Heritage Language

The presentation weaves a discussion of nuestro español and how it has been portrayed with art that I have created on various topics concerning the treatment of bilingual Spanish speakers and how to resist this treatment by creating space for these students to expand their Spanish repertoires.

Voices Of The Community: A Spanish Interpretation Classroom Project, Vicente Iranzo

11th National Symposium on Spanish as a Heritage Language

The evolving healthcare landscape emphasizes the need for effective cross-linguistic communication. Addressing challenges in training medical interpreters for the growing U.S. Hispanic population, students created a book of medical dialogues across specialties supported by a website with audio resources in a classroom project. This project enhanced linguistic and cultural skills and fostered community engagement in Dallas-Fort Worth. This presentation highlights the significance of tailored resources for heritage speakers and community-based initiatives.

The Open Pedagogy Cycle: Open Educational Resources By And For Students, Marco Adrián Pevia

11th National Symposium on Spanish as a Heritage Language

Title: The Open Pedagogy Cycle: Open Educational Resources By and For Students

50 word abstract:

Open pedagogy is a continuous cycle that begins with students as creators of resources that can then serve various purposes in the Spanish classroom. In this presentation, I will show how OER created by SHL students can be adapted to be used by learners of Spanish at different levels.

Presentation description:

Open pedagogy (OP) is the practice of supporting students to be creators of open educational resources (OER) to exist beyond the classroom and serve a greater role in the community (Johnston & Stewart, 2020). …

Unveiling Authenticity: Narrowing Linguistic Patterns Among Spanish Heritage Speakers In The Usa, Edgar Vargas, Sonia Balasch

11th National Symposium on Spanish as a Heritage Language

Unveiling Authenticity: Narrowing Linguistic Patterns among Spanish Heritage Speakers in the USA

This abstract discusses the importance of identifying and narrowing common linguistic patterns among Spanish heritage speakers to assess the authenticity of their written assignments in educational settings. Spanish heritage speakers, who possess varying levels of proficiency in both English and Spanish, face unique challenges when expressing their authentic voice and cultural background in their essays. By employing linguistic analysis, it becomes feasible to evaluate the authenticity of their written work, promoting linguistic and cultural integrity.

Understanding and distinguishing linguistic patterns commonly found among US Spanish heritage speakers (Escobar …

Consejos Y Enseñanzas From The Graduate Student Perspective: Implementing Culturally Responsive Practices And Creating Teaching Moments In Spanish As A Heritage Language (Shl) Classrooms, Maria Vielma, Jorge A. Hernández

11th National Symposium on Spanish as a Heritage Language

We center our own consejos y enseñanzas to bring a critical focus to the experiences and perspectives of graduate student SHL instructors and how they should be central to addressing, examining, and implementing best teaching practices, especially culturally responsive teaching (CRT).

Método Audiovisual Para El Aprendizaje Del Español Como Lengua De Herencia, Ana María López Jimeno

11th National Symposium on Spanish as a Heritage Language

El gran reto de la enseñanza de idiomas a hablantes de herencia es la inconsistencia y diversidad de los conocimientos de los alumnos. Provenientes de entornos muy diferentes, su nivel de dominio de la lengua es dispar, lo que se puede corregir con este método audiovisual ágil y flexible.

Viviendo Entre Dos Lenguas: Voces Transgresoras De Estudiantes Hispanos Bilingües En Oregon, Vania Fenner

11th National Symposium on Spanish as a Heritage Language

Viviendo en dos lenguas que se origina como un proyecto de recopilación de historias personales escritas por jóvenes estudiantes cuya lengua de herencia es el español. MI objetivo es compartir esta experiencia pedagógica denominada con la esperanza de que pueda ser la inspiración para proyectos educativos de similar índole. Este proyecto nace en las aulas tanto presenciales como virtuales como un ejercicio de recuperación de la memoria y revalorización de la lengua de herencia y culmina con la publicación de una antología bilingüe compuesta por escritos producidos por los estudiantes en la clase de Español para Hablantes nativos y de …

Teaching Shl In Secondary Schools: An Antiracist, Decolonial And Culturally Responsive Curriculum Proposal, Aracelis Nieves

11th National Symposium on Spanish as a Heritage Language

Abstract

The purpose of this workshop is to contribute to the body of research and scholarship around best instructional practices for Spanish heritage language learners in secondary schools by presenting how SFL teachers can help students recognize and validate their transcultural identity by means of a transdisciplinary, antiracist, critical and culturally responsive curriculum.

Proposal (worskhop)

When I came to teach to the US in 2006 my students were immigrant Latino students from all Latin American countries. Although they all shared the same language and culture in a general sense, they had different ways of expressing, celebrating, and experiencing that language …

¡Nuestra Historia Es Importante! Centering Ethnic Studies In The Spanish As A Heritage Language Classroom, Nancy Domínguez-Fret

11th National Symposium on Spanish as a Heritage Language

Tile of presentation

¡Nuestra historia es importante! Centering Ethnic Studies in the Spanish as a Heritage Language Classroom

Abstract for conference program

In the first part of this presentation, I will share my testimonio, which centers my lived experiences as a heritage speaker who became a SHL educator. In the second part I will share a unit rooted in Ethnic/Chicano studies that I designed and have implemented in my SHL classroom.

Presentation description

For numerous heritage speakers, Spanish as a Heritage Language (SHL) classes are their first opportunity to further develop their heritage language in an academic setting. SHL classes …

Visual Arts And Telecollaboration In The Spanish Heritage Language Classroom, Daniela Núñez De Álvarez Stransky, Paola Guerrero, Diego Pascual Y Cabo

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

¿Presentes? Whose (Hi)Stories Are Told In A National Exhibition., Víctor A. Valdivia Ruiz

11th National Symposium on Spanish as a Heritage Language

This study analyzes opinions and reflections by a group of advanced heritage learners of Spanish after visiting the exhibition ¡Presente! A Latino History of the United States, the first of its type at the Smithsonian National Museum of American History, and which is promoted as the “first-ever exhibition” of the future National Museum of the American Latino. Throughout the exhibition and after it, students are encouraged and directed to observe, analyze, and reflect on aspects such as the choice of artifacts in display, the place and order in which they are in the gallery, the messages conveyed by labels in …

¿Es Bienvenido El Uso De “Haiga” En Clases De Shl? Reacciones Y Experiencias En Clases De Herencia En Los Estados Unidos, Brisa Del Bosque

11th National Symposium on Spanish as a Heritage Language

En esta investigación cualitativa, he entrevistado a 5 instructores de SHL y a 5 padres/madres de familia con estudiantes de herencia en grados K-12, para escuchar sus opiniones sobre el uso del “haiga” en el salón de clases SHL en los Estados Unidos y en los hogares de hablantes de español como lengua de herencia.

Algunos de los temas y preguntas durante las entrevistas fueron:

¿Cómo se enseña el uso de “haiga”?

¿Se debe enseñar?

¿Se promueve su uso?

¿Lo usas en casa o en tus clases?

¿Se debe corregir?

¿Cuál es la diferencia entre haiga y haya?

El corregir …

Diverse Voices And Experiences: Insights From Shl Students And Instructors In The Midwest, Rachel Garza, Leslie Del Carpio

11th National Symposium on Spanish as a Heritage Language

Enrollment in university Spanish heritage language (SHL) program benefits learners via gains in cultural pride, linguistic self-confidence, Latinx college retention rates, and overall personal and academic benefits (e.g., Beaudrie & Ducar, 2005; Holguín Mendoza 2018; Prada & Pascual y Cabo, 2022). Over the past decade the number of SHL programs in U.S. universities has continued to rise, including in regions such as the Midwest without “long-established Spanish-speaking communities” (Beaudrie, 2012). The present study represents the next step in understanding what creates the success of an SHL program comprising of six intermediate and advanced course offerings in a large Midwest university. …

“Sé Que Lo Que Yo Hago De Veras Hace Un Impacto,” Reflexiones De Hablantes De Herencia En Una Clase De Aprendizaje-Servicio En Español., Claudia Pozzobon Potratz

11th National Symposium on Spanish as a Heritage Language

Esta presentación se centra en las reflexiones de hablantes de herencia del español durante una clase de aprendizaje-servicio en una universidad del medio oeste de los E.E.U.U., en la cual tenían que completar al menos quince horas de voluntariado en una organización que apoya a la comunidad hispanoparlante del condado.

Spanish Heritage Learners Speak Out: A Flipgrid-Based Journey To Fluency, Julia Oliver Rajan

11th National Symposium on Spanish as a Heritage Language

Learn how Flipgrid, a dynamic video-based platform, empowers Spanish heritage speakers to enhance pronunciation and fluency. This presentation shares insights from ten students who created reflective video clips, showcasing Flipgrid's interactive approach. With external exams and self-evaluations, their progress was evident. Discover Flipgrid's potential in the Spanish heritage classroom, fostering community and celebrating linguistic heritage.

Raising Critical Language And Cultural Awareness Through The Arts: A Call For The Inclusion Of Creativity In The Spanish Heritage Language Curriculum, Maria Luisa Parra

11th National Symposium on Spanish as a Heritage Language

Raising Critical Language and Cultural Awareness through the Arts: A Call for the Inclusion of Creativity in the Spanish Heritage Language Curriculum.

Article 9th of the World Declaration on Higher Education for the Twenty-First Century (UNESCO), proposes critical thinking and creativity as a model of knowledge and experimentation still not explored enough in higher education. Responding to this statement, and framed within Beaudrie’s and Wilson's (2022) instructional goals for teaching Spanish as heritage language (SHL), the goal of this presentation, based on the author’s previous work, is to show the benefits of incorporating the arts and creativityas an approach to …

Experiencias De Estudiantes Latines En La Educación Superior Estadounidense: Navegando Espacios Y Pertenencia En Una Universidad Privada De Población Predominantemente Blanca, Inés Vañó García

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Indexicalities Of A Haiga: A Transfronterizo Sociolinguistic Stereotype In An Educational Setting, Damián Vergara Wilson, Fatima Dutra

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Cuestiones De Lengua Desde Una Perspectiva Multimodal, Macarena Llamas Molina, Sofía Sánchez Moreno

11th National Symposium on Spanish as a Heritage Language

En nuestra vida diaria estamos expuestos a textos multimodales, mediante los cuales construimos significado. No obstante, en las clases de lenguas, especialmente en las de español como lengua de herencia, no siempre se brinda la posibilidad de interactuar con estos textos, puesto que predomina el elemento lingüístico frente al visual, auditivo, gestual, espacial y multimodal (Perry, 2012; New London Group, 1996), lo cual no representa la realidad multimodal a la que los estudiantes están expuestos (Zapata, 2017). El término “multiliteracidades” abarca tanto la multimodalidad de los textos que nos rodean como la diversidad local y la conexión global (New London …

Unveiling Critical Language Awareness Through Tiktok: Fostering Community, Dialogue And Student Perspectives In The Spanish Heritage Language Classroom, Sarah Henderson

11th National Symposium on Spanish as a Heritage Language

“What are the students saying?” examines students’ reactions towards critical language awareness-laden media presented in the Spanish as a heritage language (SHL) classroom. Critical language awareness (CLA) emphasizes how “language practices are invested with power relations and ideological processes which people are often unaware of” (Fairclough, 1992, p.7). In the classroom, CLA manifests in ways that “helps students understand how language prejudice is intertwined with broader social hierarchies and power relations. Further, it seeks to promote students’ development of critical resources for resisting and challenging those hierarchies” (Leeman 2018, p. 348). The present classroom-based study furthers CLA research by advancing …

Mi Idioma, Mi Cultura: Understanding Linguistic Oppression And Promoting Cultural Pride, Jacquelin A. Camacho

11th National Symposium on Spanish as a Heritage Language

"Mi idioma, mi cultura”: a Heritage Spanish unit addressing language loss and cultural identity. This presentation unveils a unit tailored for suburban Chicago students, tackling language loss and Hispanic diaspora challenges. Through diverse methodologies, students explore historical and contemporary issues, fostering empathy and advocacy for linguistic diversity. Real-life narratives, interactive activities, and student-driven solutions intertwine to nurture cultural pride and preservation.

“Su Español Es Incorrecto”: Challenging Spanish Teachers’ And Students’ Linguistic Beliefs Through Cla In A Dialectology Course, Silvia Perez-Cortes

11th National Symposium on Spanish as a Heritage Language

With the number of Spanish heritage classes and bilingual students being on the rise (Beaudrie, Amezcua & Loza, 2021), there is a pressing need to incorporate pedagogical practices that foster inclusivity and challenge dominant language ideologies (Holguín-Mendoza, 2018; Leeman, 2012; Lacorte & Magro, 2021; inter alia). This necessity is particularly dire at the K-12 level, where teachers ­oftentimes lack the training to deconstruct their own –as well as their students’– linguistic beliefs to offer a more socially-conscious instruction (Hudgens-Henderson & Hackman, 2021).

Following the work of Beaudrie et al. (2021) and Wilson & Marcin (2022), this study examines …

Tejiendo Raíces: Using Multimodal Projects To Connect Community, Self, And Heritage In The Shl Classroom, Brianna Butera, Jaqueline Alaniz

11th National Symposium on Spanish as a Heritage Language

This presentation shares a unique approach to redesigning an SHL course using multimodal projects that integrate challenges faced by the local Latinx community, growth of self-identity, and discovery of family and cultural heritage. The final product is a community showcase to share knowledge and connect through community, identity, and family.