Heritage Language Learners in Mixed Spanish Classes: Subtractive Practices and Perceptions of High School Spanish Teachers

Autor/in	Randolph, Linwood J., Jr.
Titel	Heritage Language Learners in Mixed Spanish Classes: Subtractive Practices and Perceptions of High School Spanish Teachers
Quelle	In: Hispania, 100 (2017) 2, S.274-288 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Heritage Education; Second Language Learning; Second Language Instruction; Native Speakers; Native Language Instruction; Spanish; Qualitative Research; Educational Philosophy; Acculturation; Teaching Methods; Secondary School Teachers; High School Students; Teacher Attitudes; Language Teachers; Language Attitudes; Culturally Relevant Education; Student Characteristics; Immigrants; Language Maintenance; Teacher Student Relationship; Language Usage; North Carolina + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Native language education; Muttersprachlicher Unterricht; Spanisch; Qualitative Forschung; Bildungsphilosophie; Erziehungsphilosophie; Akkulturation; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Language teacher; Sprachunterricht; Sprachverhalten; Immigrant; Immigrantin; Immigranten; Sprachpflege; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch
Abstract	This qualitative study investigated the language ideologies and instructional practices of an entire Spanish language faculty at a high school in a new gateway state for immigration. The study examined additive and subtractive practices of teachers as they strived to teach Spanish to heritage language learners (HLLs) enrolled in mixed Spanish-as-foreign-language classes (that is, classes comprised of both HLLs and traditional second language learners). The study found that although at the philosophical level teachers had additive, pluralistic views of acculturation, they often opted for instructional practices that contradicted their philosophies. This article deconstructs those practices and outlines the fundamental shifts in ideologies that are necessary to promote effective and culturally appropriate instruction for HLLs in mixed classes. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01