Navigating a Policy Vacuum in the New Latino Diaspora: Teaching Spanish as a Heritage Language in Tennessee High Schools

Autor/inn/en	Gómez Soler, Inmaculada; Fuentes, Ronald
Titel	Navigating a Policy Vacuum in the New Latino Diaspora: Teaching Spanish as a Heritage Language in Tennessee High Schools
Quelle	In: Foreign Language Annals, 54 (2021) 1, S.91-113 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gómez Soler, Inmaculada) ORCID (Fuentes, Ronald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12505
Schlagwörter	Spanish; Native Language Instruction; Hispanic American Students; Spanish Speaking; High School Teachers; School Policy; Teacher Role; Immigration; Immigrants; Educational Practices; Curriculum; Student Needs; Student Placement; Tennessee + Suchen Sie Ihr Suchwort? Spanisch; Native language education; Muttersprachlicher Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Schulpolitik; Lehrerrolle; Immigrant; Immigrantin; Immigranten; Bildungspraxis; Curricula; Lehrplan; Rahmenplan; Schülerpraktikum
Abstract	While much of the literature regarding Spanish as a heritage language has focused on higher education institutions and areas of traditional immigration in the United States, less research has specifically examined Spanish heritage language learner (HLL) policies in states like Tennessee that have recently experienced an exponential rise in the number of Spanish HLLs in schools. Through 22 in-depth qualitative interviews, this study examines how high school teachers negotiated their institutions' Spanish HLL policies (or lack of them) and how this negotiation informed the implementation of the policies in classroom practices and curricula. Results indicate that teachers worked in a policy vacuum and exerted their agency by creating their own policies and taking initiatives to address issues related to identification, placement, and curriculum that were specific to their contexts and compatible with their pedagogical goals. The study concludes highlighting the importance of bottom-up language policy and planning in areas of recent immigration. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01