Latin American Languages and Societies Commons^™

Nuestros Testimonios: A Plática On The Intersection Of Latina Identity And Critical Heritage Language Teaching And Research, Lillian Gorman, Nancy Domínguez-Fret, Isabella Calafate, Gabrielle Yocupicio, Stephanie Gonzalez

11th National Symposium on Spanish as a Heritage Language (Archived)

This panel brings together five Latina Spanish heritage language (SHL) educators and scholars to center our identities as fundamental to our roles as researchers and teachers in the field of Spanish as a heritage language. Drawing from Chicana feminist epistemologies, we assert that our Latina identities, histories, and positionalities are central to SHL past and present.

Agentes Comunitarios Y Culturales Para El Crecimiento Del Programa De Herencia De Una Universidad, Aidee Larios Palomera, Ada Zamarripa, Sara Valdes

11th National Symposium on Spanish as a Heritage Language (Archived)

No abstract provided.

Pedagogical Principles In Action: Open Educational Resources For The Teaching Of Spanish As A Heritage Language, Amy Aldrete

11th National Symposium on Spanish as a Heritage Language (Archived)

"Pedagogical principles in action: Open educational resources for the teaching of Spanish as a heritage language"

Keywords: Spanish as a Heritage Language, OER, textbooks, frameworks

The emergence and expansion of Open Education Resources (OER) create new opportunities for stakeholders at all levels of education; they facilitate social inclusion and access to education, an essential human right, due to low production costs and availability (UNESCO, 2019; Farrow, 2016). In addition, OER allow teachers to share and edit teaching resources and to adapt them to the specific needs of their students (COERLL, 2021). In the area of Spanish as a Heritage Language …

Expressing Diminutive Meaning In Heritage Spanish: The Role Of Culturally Appropriate Community Norms, Abel Cruz

11th National Symposium on Spanish as a Heritage Language (Archived)

Following Reynoso’s (2001, 2005) framework where culture plays a crucial role in the analysis of diminutive morphology, the present study analyzes the socio-pragmatic functions of the Spanish diminutive in the speech of two U.S.-Mexico border regions differing by degree of bilingualism. The first dataset consists of 49 sociolinguistic interviews from a Spanish–English bilingual community in Southern Arizona, U.S. where Spanish is the heritage language, provided in the CESA Corpus (Carvalho, 2012). The second dataset consists of 18 sociolinguistic interviews of predominantly monolingual Spanish speakers from Mexicali, Baja California, Mexico, provided in the PRESEEA Corpus (https://preseea.uah.es/). All bilingual informants completed a …

Teaching Philosophy Classes In Spanish Or Bilingually In The South Texas Borderlands, Alex Stehn, Cynthia Paccacerqua, Danny Marrero, Christopher Gomez, Dania López García, Katherine Christoffersen

11th National Symposium on Spanish as a Heritage Language (Archived)

Situated in the deep south Texas borderlands, over 90% of our students are Hispanic or Latino/a/x and the majority are bilingual. That is, most students enrolled across every course at our university are heritage speakers of Spanish. As professional philosophers, we believe that teaching these students should involve engaging them as the bilingual and bicultural students they are while helping them develop philosophical biliteracy. Our panelists are from different linguistic and cultural backgrounds (native speaker, heritage speaker, L2 speaker) but all of us are bilingual, bicultural, and biliterate faculty who have been working together as a team to design and …

Spanish Rhotic Production And Dialectal Variation In Mexican Heritage Speakers, Ileana Perez

11th National Symposium on Spanish as a Heritage Language (Archived)

Spanish has two phonemic rhotics, the tap /ɾ/ and trill /r/, but these phonemic sounds present dialectal variation. Previous work has looked at variation and dialectal rhotics amongst monolingual speakers of Spanish, finding that, depending on their dialect, monolinguals can produce aspirated, assibilated, and fricated rhotics as well as lateralized and deleted rhotics (Bradley et al., 1999). Only one study has analyzed Heritage speakers’ rhotic variation and found that, Heritage speakers are able to produce dialectal rhotics such as the Mexican assibilated rhotic (Cummings Ruiz et al., 2020). In the current study, I build upon previous literature to further explore …

Aprendizajes Críticos. Vinculando Saberes Entre El Aula Universitaria Y La Comunidad Repatriada De Hablantes De Español Como Lengua Heredada, Valeria Valencia

11th National Symposium on Spanish as a Heritage Language (Archived)

No abstract provided.

Culturally Rich Language Teaching Through Comics And Translation: Practical Lessons For The Heritage Language Classroom, Jorge M. Espinoza

11th National Symposium on Spanish as a Heritage Language (Archived)

Drawing from translation and sequential art theories as well as the author’s experience teaching Spanish through translation and comics, this presentation offers practical exercises teachers can use for their heritage and non-heritage students. Comics are helpful to deepen skills like proper use of register, tone, cognates, and cultural equivalents.

The Social Stratification Of Spanish Uptalk In The South Texas Border Town Of Laredo, Texas, Natalie Rangel

11th National Symposium on Spanish as a Heritage Language (Archived)

The Social Stratification of Spanish uptalk in the South Texas Border Town of Laredo, Texas

This study explores the sociolinguistic role of uptalk (also known as high rising terminals) in the local Spanish of Laredo, Texas. It particularly focuses on the interrelationship between uptalk, area of residence, and the self-identification as a fresa. High rising terminals (HRTs) are known to be characteristic to fresas, a Mexican cultural group that refers to individuals who belong to privileged social classes, live expensive lifestyles, and speak Spanish distinctively (Chaparro, 2016; Cordova Abundis & Corona Zenil, 2002; Martínez Gómez, 2018; Urteaga & Ortega, …

Exploring Spanish Heritage Speakers’ Coping Mechanisms To Manage Name-Based Microaggressions, Gabriela Rivera Marín, Patrick L. Grey, Melanie L. Delgado, Diego Pascual Y Cabo, Leire Echevarría Canal

11th National Symposium on Spanish as a Heritage Language (Archived)

Spanish Heritage Speakers (HSs) in the U.S. can be the target of indirect acts of discrimination related to their ethnolinguistic identity (Ayón & Philbin, 2017). Name-based microaggressions are subtle insults directed at marginalized groups or individuals as a reaction, often unconscious or automatic, to their given name. This can include mispronunciation, renaming practices or indexical bleaching of an ethnic name (i.e., Bucholtz, 2005; Ayón & Philbin, 2017). Although it may seem harmless to a casual observer, students exposed to name-related subtle discrimination can experience feelings of othering, hyper-awareness, and unconscious internalization of harmful racial ideologies directed towards their ethnoracial group …

Antiracismo En La Clase De Hablantes De Herencia: Contextos, Reflexiones Y Estrategias Pedagógicas, María Datel

11th National Symposium on Spanish as a Heritage Language (Archived)

Este taller explora cómo abordar críticamente el tema del antirracismo en las aulas a través de actividades y materiales que permiten pensar el racismo desde una perspectiva contextual, reconociendo las diferencias y similitudes en sus manifestaciones a lo largo de Latinoamérica y comparándolas con las experiencias en Estados Unidos.

“Le Nom Es El Nombre Or The Last Name?” Translanguage Awareness In A French Class For Spanish Speakers, Robert Watson

11th National Symposium on Spanish as a Heritage Language (Archived)

The presentation draws on personal experience teaching French with Spanish as co-language of instruction with majority-Hispanic classes as well as the emergence of a Spanish-centered approach to Romance language instruction at Hispanic-serving institutions primarily in California (Martinez 2014) and more recently in Texas.

Exploring the advantages and difficulties of using Spanish as a “gateway language” (Donato 2018) alongside French in A1-level classes, the presentation will share the experiences of students enrolled in these classes who fall under various categories, including Heritage speakers and bilinguals.

The presentation will use interviews conducted with current and former students to explore the concept of …

La Producción De Narraciones Multimedia Como Principio Estructurador Del Diseño Curricular Del Español Como Lengua De Herencia, Alexandra Rodriguez Sabogal

11th National Symposium on Spanish as a Heritage Language (Archived)

Basada en el diseño de la clase de “Español como lengua de herencia” (nivel avanzado), impartida en la primavera de 2021 y 2022, esta presentación analiza el proceso de producción de narraciones multimedia como principio estructurador para diseñar actividades pedagógicas que desarrollen competencias lingüísticas y culturales en el aula de clase. Además, se examina como, este proceso genera conciencia social en los aprendices, a partir del autodescubrimiento y de la reflexión crítica para encontrar soluciones a problemáticas sociales.

Biographical Indexicality In Comunidades Hispanas, Whitney Chappell

11th National Symposium on Spanish as a Heritage Language (Archived)

No abstract provided.

Sociolinguistic Justice En La Comunidad: A Community Engagement Project Between University Heritage Speakers And High School Students, Ana Sánchez Muñoz

11th National Symposium on Spanish as a Heritage Language (Archived)

This paper presents a community engagement project that promotes social justice through language, by educating university HL speakers who, in turn, become teachers and mentors for high schoolers. The results show that students develop a better understanding of language diversity, ideologies, and attitudes as well as their own language practices.