Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom

Autor/in	Lowther Pereira, Kelly Anne
Titel	Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom
Quelle	(2010), (290 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-5480-3
Schlagwörter	Hochschulschrift; Dissertation; Self Concept; Ideology; Participant Observation; Focus Groups; Ethnography; Discourse Analysis; Heritage Education; Spanish; Native Language Instruction; Second Language Learning; College Students; Sociolinguistics; Questionnaires; Interviews; Language Variation; Language Attitudes; Student Attitudes; English (Second Language); Native Speakers; Bilingualism + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbstkonzept; Ideologie; Teilnehmende Beobachtung; Ethnografie; Diskursanalyse; Spanisch; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Collegestudent; Soziolinguistik; Fragebogen; Interviewing; Interviewtechnik; Sprachenvielfalt; Sprachverhalten; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Muttersprachler; Bilingualismus
Abstract	This dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu's (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10