Teaching during COVID-19: Social Justice and Spanish Heritage Language Learners

Autor/in	Burgo, Clara
Titel	Teaching during COVID-19: Social Justice and Spanish Heritage Language Learners
Quelle	In: AILA Review, 36 (2023) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Teaching Methods; COVID-19; Pandemics; Heritage Education; Spanish; Second Language Learning; Second Language Instruction; Native Language Instruction; Hispanic American Students; Language Attitudes; Student Attitudes; Culturally Relevant Education; Social Differences; Classroom Techniques; Oral History; Creative Writing; Ethnography; Story Telling; Inclusion; Racial Attitudes; Metalinguistics; Native Speakers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sprachverhalten; Schülerverhalten; Sozialer Unterschied; Klassenführung; Oral tradition; Mündliche Überlieferung; Kreatives Schreiben; Ethnografie; Inklusion; Rassenfrage; Metalanguage; Metasprache; Muttersprachler
Abstract	Latinx who do not feel confident speaking Spanish are usually questioned. To fight these ideologies, Pascual and Cabo and Prada (2018) suggest new pedagogical approaches to incorporate in the curriculum the experiences of the heritage language learner (HLL). Latinx in higher education expect a culturally relevant curriculum to critically listen and speak to challenge the hierarchies that marginalize them. Why is social justice education key? To meet the needs of our minority students and to fight social inequities that affect their lives (Freire, 2021). This article offers a proposal to teach social justice in the HLL classroom through classroom strategies such as digital stories, autoethnographies, creative writing, or oral history to provide these students with the tools they need to give voice to their communities and incorporate them in the curriculum of an inclusive Spanish classroom whose backbone is US Spanish to fight raciolinguistic ideologies that marginalize them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01