For Critical Language Awareness and against the "Exclusive-Use-of-the-Target-Language" Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom

Autor/inn/en	Lado, Beatriz; Del Valle, José
Titel	For Critical Language Awareness and against the "Exclusive-Use-of-the-Target-Language" Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom
Quelle	In: L2 Journal, 14 (2022) 3, (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Metalinguistics; Second Language Learning; Second Language Instruction; Misconceptions; Spanish; Teaching Methods; Units of Study; English; Language Usage; Course Content; Learning Motivation; Student Attitudes; Language Attitudes; Social Differences; Social Change; Hispanic American Students; Minority Serving Institutions; Heritage Education; Undergraduate Students; Student Characteristics; Language Tests; English (Second Language); Urban Universities; Sociolinguistics; New York (New York) + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Missverständnis; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; English language; Englisch; Sprachgebrauch; Kursprogramm; Motivation for studies; Lernmotivation; Schülerverhalten; Sprachverhalten; Sozialer Unterschied; Sozialer Wandel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Soziolinguistik
Abstract	Scholars have advocated for critical approaches to language education (e.g., Del Valle, 2014; Leeman & Serafini, 2016), including those that promote the development of "Critical Language Awareness, CLA" (e.g., Alim, 2010; Leeman, 2018). The goal is to develop students' critical knowledge of the cultural, political, and social dimensions of language. To this end, Del Valle (2014) suggests the inclusion of language-related content units taught in the first or shared language from the early stages of language learning. This proposal entails revising strong beliefs such as the use of the non-target language in the new language classroom. The purpose of our research is to investigate whether including language-related content in English (the shared language) in an elementary Spanish language course helped students develop CLA without hindering class performance. Additionally, we explored if providing this content increased learners' investment in the language. Results revealed that incorporating the CLA units did not influence overall class performance. Qualitative analyses indicated that students connected the content with their own social experience, which led to greater investment in the language. Finally, the content contributed to developing students' critical awareness of linguistic ideologies and their impact on the construction of inequality as well as in enabling social change. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01