Language Ideologies and Linguistic Identity in Heritage Language Learning

✍ Scribed by Rachel Showstack, Diego Pascual y Cabo and Damián Vergara Wilson

• Publisher: routledge
• Year: 2024
• Tongue: English
• Leaves: 171
• Category: Library

✦ Table of Contents

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
Acknowledgments
Preface
1 Language, Identity, and Heritage Language Learning
1.1 Introduction
1.2 The Goal of This Book
1.3 Introduction to the Field
1.4 Brief History of Spanish HL Teaching and Learning
1.5 The Study Data Included in This Book
1.6 Theoretical Approach
1.6.1 Identity in Discursive Practices
1.6.2 Stancetaking and Identity
1.7 Organization and Content of the Book
Notes
2 Spanish as a Heritage Language in Texas and Kansas
2.1 Introduction
2.1.1 Changing Constructions of Diversity and the Value of the Spanish Language
2.1.2 Language Standardization and the Multilingual Turn in SHL Pedagogy
2.1.3 Multilingualism in Texas and Kansas
2.2 Latinxs in Texas
2.3 Latinxs in Kansas
2.4 The Students: Introducing the Focal Participants
2.4.1 César
2.4.2 Denise
2.4.3 Débora
2.4.4 Jessica
2.4.5 Valeria
Notes
3 Teachers’ Personal Histories and Classroom Praxis
3.1 Introduction
3.2 The Teachers
3.2.1 Xavier
3.2.2 Tamara
3.2.3 Daniel
3.2.4 Layla
3.2.5 Brianna
3.3 Conclusion
Notes
4 Heritage Language Students’ Experiences, Ideologies, and Social Positioning
4.1 Introduction
4.2 Students’ Positioning in Narrative
4.2.1 Débora
4.2.2 César
4.2.3 Jessica
4.2.4 Valeria
4.2.5 Denise
4.3 Heritage Language Learning as Participation and Transformation
4.4 Conclusion
Notes
5 Heritage Language Learning and Symbolic Power
5.1 Introduction
5.2 Challenging Standard and Monoglossic Ideologies in the Classroom
5.3 Indexing a Mexican Identity Through Spanglish
5.4 Subverting Whiteness Outside of the Classroom
5.5 Exploring Identities and Deconstructing Ideologies On Social Media
5.6 Challenging Inadequate Language Access in Healthcare
5.7 Dismantling Dominant Ideologies Through Service-Learning
5.8 Beyond the Curriculum: Alce Su Voz
5.9 Conclusion
Notes
6 Heritage Language Education in Specific Contexts
6.1 Introduction
6.2 Connecting the Dots
6.3 Implications for SHL Education
6.3.1 Sociolinguistic and Critical Approaches
6.3.2 Implementing Critical Approaches Across the SHL Curriculum
6.3.3 Community-Based Approaches
6.3.4 Considering Student Diversity
6.3.5 Challenges of Implementing Critical and Innovative Pedagogies for SHL Learners
6.4 Taking Stock and Looking to the Future
Notes
References
Index