"It's Not Fair": Discourses of Deficit, Equity, and Effort in Mixed Heritage and Second Language Spanish Classes

Autor/inn/en	Leeman, Jennifer; Serafini, Ellen J.
Titel	"It's Not Fair": Discourses of Deficit, Equity, and Effort in Mixed Heritage and Second Language Spanish Classes
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 6, S.425-439 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Serafini, Ellen J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1777866
Schlagwörter	Native Language Instruction; Second Language Instruction; Spanish; Ideology; Student Attitudes; Self Concept; Justice; Undergraduate Students + Suchen Sie Ihr Suchwort? Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; Spanisch; Ideologie; Schülerverhalten; Selbstkonzept; Gerechtigkeit
Abstract	This study used peer-led focus groups to investigate heritage language (HL) and second language (L2) students' language ideologies and identities in "mixed" Spanish courses. We analyzed students' perceptions of themselves and each other, their understandings of fairness in mixed classes, and the relationship of such perceptions to language ideologies and broader educational discourses of belonging in Spanish language education. Our analysis revealed that L2 participants reproduced the standard language ideology as well as an essentialist ideology that frames Spanish as being natural and easy for HL students. HL participants largely resisted these ideologies while also portraying L2 students as deficient speakers who "artificially" slow the class, thus challenging the dominant construction of L2 students as the default student type. Participants deployed competing conceptions of fairness to construct and perform identities as hard working students. Our findings highlight the need to incorporate the critical analysis of ideologies in mixed HL/L2 settings and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01