Linguistics Commons^™

Resumption And Code-Switching In The Relative Clauses From Heritage Speakers Of Spanish: A Variationist Approach, Miguel Román

11th National Symposium on Spanish as a Heritage Language

Previous research on relative clause (RC) accessibility, the mental resources required to process and produce RCs (Lau & Tanaka 2021), is widely documented across many varieties of Spanish (Lope Blanch, 1988; Silva-Corvalán, 1999; Bentivoglio, 2003; Betancourt et al., 2009; Ezeizabarrena, 2012; del Río et al., 2012; Cerrón-Palomino, 2018; Checa-García, 2019; Lau & Tanaka 2021). In the case of heritage Spanish, eye-processing research shows that subject RCs (SRCs) are more accessible than (direct) object RCs (ORCs) (Madsen 2018). Although there are no production studies that attempt to examine whether this accessibility hierarchy holds for production, the use of resumptive pronouns offers …

“Eres Un No Sabo Kid”: How Linguistic Discrimination Online Is Shaping Young Heritage Spanish Speakers’ Language Attitudes, Identities, And Community Connections, Diana Camberos, Claudia Pozzobon Potratz

11th National Symposium on Spanish as a Heritage Language

We explore how a social media phenomenon impacts the identity, language development, ideologies, and sense of community and self among Heritage Spanish Speakers (HSS) at a PWI in the Midwest. The data reveals the unique experiences and challenges faced by HSS and their perspective on language ideologies and identity.

Spanish As A Heritage Language In Ñuu Savi Children In Rural Northwest Oregon: Identity, Attitudes, Usage Domains, And Maintenance, Carlos Enrique Ibarra

11th National Symposium on Spanish as a Heritage Language

Spanish as a heritage language in Ñuu Savi children in rural northwest Oregon: Identity, attitudes, usage domains, and maintenance

Immigrants from Mexico and the rest of Latin America in the US who are monolingual in an indigenous language face challenges that have received some attention from scholars (Geyman et al., 2012) and in the popular press (Cengel 2013; DeCoursey 2015; Fox & Rivera-Salgado 2005 among many others) in the last 15 years. To date, little to no research exists on who the heritage speakers (TRI) of Spanish in rural Oregon with parents (OMS) who speak a Mexican Indigenous language are. …

Empowering Spanish Heritage Learners Through A Community Informed, Online Medical Spanish Curriculum, Bonnie C. Holmes Ph.D., Kenneth Rhee Md

11th National Symposium on Spanish as a Heritage Language

The lack of standardized medical Spanish curriculum leads to variable content and quality, often neglecting heritage language learners. Also, community engagement efforts seldom extend to curriculum development. Learn about a collaboration between Spanish faculty and a physician to create an innovative, virtual Spanish for healthcare curriculum that addresses these challenges.

Factors In Developing Sustained Community Engagement Among Spanish Heritage Language Learners, Kelly Lowther Pereira

11th National Symposium on Spanish as a Heritage Language

Please see attached file.

Identity, Language Insecurities, And The Heritage Language Classroom: The Case Of A Filipino-Latina Bilingual, Pablo Camus-Oyarzun

11th National Symposium on Spanish as a Heritage Language

In the field of Spanish heritage language (SHL), scholars have pointed out that strong sense of identity in their heritage language can, in turn, help SHLLs’ language maintenance, reconnecting with their heritage community (Beaudrie, 2020) and developing socio-cultural and linguistic awareness (Parra et al. 2017). However, little is known about how individuals who claim additional ethnolinguistic identities that intersect with their SHL’s identity, and how they navigate and construct their complex sense of self.

The present study follows Sabrina, a Filipina-Latina heritage speaker of Spanish, during a semester in which she took a Spanish class for heritage and second language …

“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

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

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 …

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.

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

"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 …

Spanish As A Heritage Language Across Disciplines: Assessing Spanish And Bilingual Courses At An Hsi In South Texas, Katherine Christoffersen, Dania López García, Javier Cavazos

11th National Symposium on Spanish as a Heritage Language

Long-standing research has confirmed the many benefits of Spanish as a heritage language in dual language in K-12 classrooms (Collier & Thomas, 2017, 2019). However, in higher education, there are very few exceptions to the English-only monolingual norm (García & Li, 2014). This study explores one exception, a Hispanic Serving Institution (HSI) in South Texas where certain classes are taught bilingually (Spanish/English) and in Spanish across various disciplines. In this study, we examine 1) how these courses impact success through a quantitative analysis of cumulative grade point averages (GPAs) and 2) how students perceive these courses through a qualitative analysis …

Biographical Indexicality In Comunidades Hispanas, Whitney Chappell

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Teaching In The “Home Language” Is Not Enough: Navigating Spanish Raciolinguistic Ideologies In A Dual Language Bilingual Program, Gladys Yacely Aponte

Dissertations, Theses, and Capstone Projects

This ethnographic case study examines how fourth graders in a New York City Spanish/English dual language bilingual public school navigate hegemonic language ideologies about Spanish. Drawing on the scholarship of raciolinguistic ideologies—those that position the language practices of people of color as inherently deficient (Flores & Rosa, 2015), I analyze the discourse of seven Kiskeyanx students to examine how they navigate the widespread raciolinguistic marginalization of Kiskeyanxs— a demographic that is racialized as more Black than other Spanish-speaking groups.

As a first-generation Kiskeyana-New Yorker, a bilingual teacher educator and researcher, and a former dual language bilingual public-school teacher, it …

Segmental Error Gravity In L2 Arabic Speech Comprehensibility And Accentedness: L1 Consonant Age Of Acquisition As A Predictor, Mark Papai

Theses and Dissertations

Second language (L2) pronunciation studies have found that the intelligibility (i.e., listeners’ actual understanding) of L2 speech is most closely related to its comprehensibility (i.e., listeners' ease of understanding) rather than to its overall nativelike pronunciation. The segmental errors that are most detrimental to communication are predicted by phoneme Functional Load (FL): mispronouncing high FL segments affects speech comprehensibility more negatively than mispronouncing low FL ones. However, no data are available on the FL hierarchy of Arabic segments. On the other hand, FL correlates highly with consonant age of acquisition (CAoA) in languages that rely heavily on consonants to contrast …

Drawing About Writing: Exploring Egyptian Middle School Students’ Writing Motivation And Perceptions, Maryam Elbayady

Theses and Dissertations

The principal aim of this study is to explore Egyptian middle school students’ perceptions of their writing experiences using artistic expression, specifically drawings. It also aims to understand their levels of writing motivation using the Self-Beliefs, Writing-Beliefs, and Attitude Survey (SWAS) (Wright et al., 2019). Finally, it examines the relationships among participants’ perceptions, motivation, and their narrative writing performance. The view that students’ voices are valuable to research geared towards school improvement has largely propelled this study (Bland, 2018; Zumbrunn et al., 2017). In addition, due to the limited literature about middle school students enrolled at private Egyptian schools, this …

Introduction: Indigenous Multilingualism In Lowland South America, Patience Epps

Tipití: Journal of the Society for the Anthropology of Lowland South America

Recent decades have seen an exponential growth in our understanding of the indigenous languages of lowland South America – from their structures and interrelationships to the dynamics of their day-to-day use and the ways they are conceptualized by their speakers. These advances highlight not only the diversity of languages in lowland South America, but also the complexity of the dynamics of interaction among speakers in multilingual settings. The region is home to a range of interactive indigenous ‘regional systems’, such as the Vaupés, Upper Xingu, and other areas, where multiple languages have thrived alongside each other for generations, and interaction …

Language, Exogamy And Ethnicity In The Upper Rio Negro Region, Thiago Chacon, Luis Cayón

Tipití: Journal of the Society for the Anthropology of Lowland South America

In this article we explore how languages interact with exogamous social units (e.g., clans and phratries) and descent ideologies (such as having a common mythical ancestor and emergence from the same mythical place) to help organize the multilingual and interethnic societies from the Upper Rio Negro region (URN) in the Amazon. We show that the expected alignment of language boundary, exogamous group and descent group is actually quite unusual. Complex social structures involving the aggregation of clans into larger ethnic groups or marriage alliances with other clans have important variations in the alignment of language, exogamy, and descent ideology. Existing …

Two Multilingual Regions In Southwestern Amazonia, Hein Van Der Voort

Tipití: Journal of the Society for the Anthropology of Lowland South America

Southwestern Amazonia is one of the most linguistically diverse regions of the Americas. It is possible that traditional Indigenous small-scale multilingualism used to exist in two neighboring regions in what is now Rondônia, on the Brazilian side of the Guaporé River. Permanent contact with representatives of Western society from the beginning of the twentieth century onwards led to great demographic, social, cultural, and economic upheaval among the Indigenous societies in the Rio Branco-Colorado and the Apediá-Corumbiara river basins. Early ethnographic reports suggest that these societies were characterized by traditional small-scale multilingualism. In this article, I summarize the evidence for this …

Larson's Musical Forces In Schlenker's Music Semantics, Mick De Neeve

Baltic International Yearbook of Cognition, Logic and Communication

Larson’s musical forces of gravity, magnetism and inertia link music to metaphors of physical motion. Schlenker’s music semantics is based on similar physical world associations. Because Larson’s forces are about note movements towards harmonic stability, his framework implies note groupings at stable boundaries, given common cadential harmony. These groupings with forces assignments can then be viewed as musical events in Schlenker’s approach, and mapped to structure-preserving external (world) events as required for this author’s semantics. To this end, Schlenker’s truth definition, specifying when an event is ‘true of’ a musical expression, will be adapted. The synthesis amounts to what Schlenker …