Spanish and Portuguese Language and Literature Commons^™

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 (Archived)

No abstract provided.

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 (Archived)

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 …

“I Want To Help End Linguistic Discrimination”: Community-Based Global Learning In An Upper-Level Spanish Class, Jessica Cox

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

Community-based global learning (CBGL) can be a high-impact practice for heritage learners by promoting students’ awareness of linguistic ideologies in local and global communities. This presentation will share the aims and structure of a CBGL program and assessment of that program, with a focus on learners’ critical language awareness.

Teachers’ Raciolinguistic Ideologies In The Shl Classroom: Considerations For Shl Teacher Development, Valeria Ochoa, Sergio Loza

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

Abstract: As Latinx enrollment in US university Spanish-language courses continues to rise (Beaudrie & Marrero-Rivera, forthcoming), numerous studies detail the transformative potential of SHL pedagogy for US Latinxs as an educational experience (e.g., Holguín Mendoza, 2018; Leeman, 2005). Recent progress has been driven by the study of language ideologies as a critical area of inquiry to reckon with the disparities that US Latinxs face within SHL education (Loza & Beaudrie, 2022). Such disparities are predicated on dominant raciolinguistic ideologies that often impose idealized language varieties and identities on Latinx youth (Barillas Chón, 2022). Although critical materials, curriculum, and pedagogical approaches …

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 (Archived)

No abstract provided.

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

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

"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.

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 (Archived)

“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 …

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

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

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 …

Los Hablantes De Lengua Heredada En Tiempos De La Cultura Snack, Marcela Fritzler

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

Los hablantes de lengua heredada en tiempos de la cultura snack

Los formatos breves multimodales presentes en el ecosistema mediático brindan muestras de lengua auténticas, en un rico abanico de registros, que favorecen el desarrollo lingüístico de los hablantes de lengua de herencia. De allí que, su inclusión como recursos didácticos genera la posibilidad de crear actividades motivadoras y significativas para este colectivo de estudiantes.

Resumen

Diseñar un programa para hablantes de lengua de herencia requiere tener presente, ante todo, que constituyen un grupo heterogéneo que abarca desde hablantes nativos hasta hablantes de tercera generación y más, si fuera el …

“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 (Archived)

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 (Archived)

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.

Dynamics Of Power And Positionality: An Exploratory Study On Interaction Between Hl And L2 Learners, Anna Marrero-Rivera, Sarah Henderson

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

No abstract provided.

Emotional Attachment Through Language: Evidence From Heritage Speakers Of Spanish In Wisconsin, Maria Yakushkina

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

No abstract provided.

Bienvenido O De Regreso A Casa. Curso De Inmersión De Español Y Cultura Para Hablantes De Herencia., Lydia García

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

Bienvenido o De regreso a casa. Curso de inmersión de español y cultura para hablantes de herencia.

Objetivo: Presentar los contenidos temáticos y lingüísticos y visitas guiadas de un curso de inmersión para hablantes de herencia y/o hispanohablantes.

En esta ponencia se hablará sobre un programa de inmersión para hablantes de herencia y/o hispanohablantes, quienes tienen la particularidad de contar con el programa de Acción Diferida para los llegados en la infancia (DACA), por lo que objetivo de este curso es el encuentro y reencuentro con el español y la cultura mexicana.

De acuerdo con Carreira y Hitchins (2018), …

Service-Learning And Community Engagement: Working En Comunidad With Latina/O/X Peoples In The Us, Elena Foulis, Stacey Alex, Christina Garcia, Maria Luisa Parra, Kelly Lowther Pereira

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

Summary: This panel explores the ethical approaches to working with Latina/o/x communities within language courses and beyond, preparing Latina/o/x students for working with their own communities in different environments, and ensuring equitable practices and building relationships that are mutually beneficial for students and community, that can be extended beyond a college course.

Abstract: This panel presentation of the edited book collection, Service-Learning and Community Engagement: Working en comunidad with Latina/o/x Peoples in the US brings together different approaches on integrating a careful and ethical framework for ensuring reciprocity in working with the Latina/o/x community as one that is rooted en …

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.

Exploring Future-Time Expression And Generational Status In Spanish-English Heritage Bilingual Speakers: An Online Study, Adriana Gordillo Barahona, Anel Brandl, Pietro Pesce

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

The study investigates if Spanish-English heritage bilinguals overextend the English progressive aspect's futurity in Spanish interpretation, examining generational influence. Preliminary findings suggest generational status affects acceptability of progressive and present indicative forms. The study sheds light on convergent simplification and generational impact on Spanish-English bilingual heritage language performance.

Keywords: future-time expressions, heritage bilingual speakers, periphrastic future, English progressive aspect, generational influence.

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 …

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 …

Remixing And Adapting Oer Creatively To Fit Our Shl Students’ Needs, Jocelly G. Meiners

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

Although creating OER for our SHL courses might seem daunting, there are many currently existing OER for SHL instruction that can serve as the base for the creation of new materials and curriculum. In this presentation, I will show how instructors can creatively adapt and remix resources to serve their students’ needs.

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.

How Much Grammar Do Students Appreciate? A Case Study Of A Middle School Dual Immersion Program In San Antonio., Esther Hur, Rocio Ocon-Garrido

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

No abstract provided.

Translation In The Linguistic Landscape Along The Us Border With Mexico, Gabriel González Núñez

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

Cities are the hubs of the modern world, and in border towns between states with different languages, these hubs are bilingual. Such bilingual towns offer opportunities to examine the extent to which translation, including the decision to not translate, plays a role in shaping the public spaces of cities (see González Núñez & Meylaerts). This presentation seeks to do that by relying on the methods developed for the study of the linguistic landscape (e.g., Landry & Bourhis). It will report on such a study as carried out in Brownsville, a city that sits on the Texas border with Mexico. The …

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, …

Traducción Literaria Y Bilingüismo: Una Propuesta Pedagógica Para Estudiantes De Herencia., Jovana Gomez, Francisco Gonzalez

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

No abstract provided.

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 …