Discussing Language and Discrimination: Toward Anti-Discriminatory Instructional Strategies in the Spanish Language Classroom

Autor/in	Guerrero-Rodriguez, Paola
Titel	Discussing Language and Discrimination: Toward Anti-Discriminatory Instructional Strategies in the Spanish Language Classroom
Quelle	In: Hispania, 105 (2022) 1, S.17-24 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Language Attitudes; Social Bias; Spanish; Language Variation; Second Language Learning; Second Language Instruction; Heritage Education; Critical Theory; Teaching Methods; Critical Thinking; Social Discrimination; Diversity; Inclusion; Native Language; Language Usage; Social Media; Taxonomy; Higher Education + Suchen Sie Ihr Suchwort? Sprachverhalten; Spanisch; Sprachenvielfalt; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Soziale Benachteiligung; Soziale Schließung; Inklusion; Sprachgebrauch; Soziale Medien; Taxonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Spanish is the most common language for which students pursue a minor or fulfill language requirements in higher education (e.g., Looney and Lusin 2018) in the United States. In this context, it is not uncommon to find second language (L2) learners and heritage speakers (HSs) of the language enrolled in the same classes. Regardless of the type of educational setting, efforts to include discussions on diversity/inclusion in language courses (Kubota et al. 2003) have become more frequent. Nonetheless, discussions on anti-discriminatory terms in the L2 or heritage language (HL) seem less common. The article proposes a set of instructional strategies to encourage discussions, in a Spanish learning setting, about the effects of one's discriminatory linguistic choices in the target/HL to foster a critical-thinking (CT) process, in an effort to stop perpetuating discriminatory discourses. It builds on the CT Framework proposed by Duron et al. (2006) and the Critical Anti-Discriminatory Pedagogy (CADP) offered by Blanchet Garneau et al. (2017). (ERIC).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01