Spanish Is Foreign: Heritage Speakers' Interpretations of the Introductory Spanish Language Curriculum

Autor/in	DeFeo, Dayna Jean
Titel	Spanish Is Foreign: Heritage Speakers' Interpretations of the Introductory Spanish Language Curriculum
Quelle	In: International Multilingual Research Journal, 9 (2015) 2, S.108-124 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2015.1016828
Schlagwörter	Spanish; Spanish Speaking; Case Studies; Second Language Programs; Second Language Learning; Student Experience; Curriculum Research; Culturally Relevant Education; Student Attitudes; Introductory Courses; Semi Structured Interviews; Phenomenology; Travel; Sociolinguistics; Language Attitudes; College Students + Suchen Sie Ihr Suchwort? Spanisch; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Studienerfahrung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Schülerverhalten; Einführungskurs; Phenomenological psychology; Phänomenologie; Psychologie; Travelling; Reisen; Reise; Soziolinguistik; Sprachverhalten; Collegestudent
Abstract	This article presents a case study of the perceptions of Spanish heritage speakers enrolled in introductory-level Spanish foreign language courses. Despite their own identities that were linked to the United States and Spanish of the Borderlands, the participants felt that the curriculum acknowledged the Spanish of Spain and foreign countries but generally failed to address or legitimate U.S. Spanish. Their interpretations of curricular messages contradicted their own experiences. Their perceptions were that Spanish is for travel, though they routinely used it in local applications; that Spanish culture exists in other countries, though they had deep family and community connections in the United States; and that Castilian Spanish is the language ideal, though their own bilingual identities were tied to U.S. Spanish. Rather than fully internalizing and accepting these positions, the participants developed a critical reaction that challenged the messages and the curriculum itself as inauthentic, inapplicable, and misaligned with their identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01