Language Ideologies and Linguistic Identity in Heritage Language Learning

1. Auflage 2024
ISBN: 978-0-8153-6477-1
Verlag: Routledge

Buch, Englisch, 170 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 429 g

Reihe: Routledge Studies in Hispanic and Lusophone Linguistics

Language Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom.

The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices.

This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Showstack, Rachel

Pascual Y Cabo, Diego

Vergara Wilson, Damián

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik

Inhaltsverzeichnis

Preface

Chapter 1. Language, Identity, and Heritage Language Learning

Chapter 2. Spanish as a Heritage Language in Texas and Kansas

Chapter 3. Teachers’ Personal Histories and Classroom Praxis

Chapter 4. Heritage Language Students’ Experiences, Ideologies, and Social Positioning

Chapter 5. Heritage Language Learning and Symbolic Power

Chapter 6. Heritage Language Education in Specific Contexts

Über Autor(innen)

Rachel Showstack, PhD, is Associate Professor of Spanish at Wichita State University, USA. Her work on Spanish heritage language learning, Spanish in the US, and language and health equity has appeared in various scholarly journals and edited collections, and she is co-editor of Contexts of Co-Constructed Discourse: Interaction, Pragmatics, and Second Language Applications and co-author of Health Disparities and the Applied Linguist. She is also the founder and president of the community-based health equity organization Alce su Voz, for which she has received multiple federal and foundation grants.

Diego Pascual y Cabo, PhD, an Associate Professor at the University of Florida, USA. He is a formally trained linguist who studies and cares deeply about Spanish heritage speaker bilingualism. In his work, not only is he intentional about raising critical language awareness, he is also committed to dispelling negative and simplistic ideologies about minoritized bilinguals and their linguistic practices. As a teacher, he is passionate about the pursuit of a more equitable and more critically conscious education.

Damián Vergara Wilson, PhD, is a Professor of Spanish at the University of New Mexico, USA. Although he has worked extensively on language evolution in Spanish through a usage-base perspective and has a foundation in sociolinguistics, he has always maintained a focus on issues facing Spanish speakers, especially heritage learners, in the US context. His current research agenda evaluates heritage learner perspectives of their learning experiences and how these may inform critical pedagogies.