7 Study Abroad as a Transformative Translanguaging Space for Heritage Speakers of Spanish

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

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‘transformative’ potential of translanguaging and other heteroglossic educational practices

Journal of Multilingual Theories and Practices ◽

10.1558/jmtp.16459 ◽

2020 ◽

Vol 1 (2) ◽

pp. 266-289

Author(s):

M. Rafael Salaberry

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learners ◽

Practical Implementation ◽

Heritage Speakers ◽

Linguistic Resources ◽

The Us ◽

Negative Effect ◽

Heritage Speakers Of Spanish

Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and full use of all linguistic resources available to language learners/users as they engage in the process of interacting with their interlocutors. In the present paper, I describe an important challenge that compromises the valuable agenda of heteroglossic approaches to develop multilingualism: the effect of listeners’ biases and reverse linguistic stereotyping. That is, educational programmes designed to counteract the negative effect of monoglossic approaches to second language learning in general cannot adopt a segregationist approach (neither in their theoretical design nor in their practical implementation). To place this challenge in context, I describe in detail the specific example of Spanish heritage second language learners at the tertiary level of education in the US setting and I also provide a broad outline of potential improvements in the curricular design of such programmes.

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Problematizing heritage language identities

Study Abroad Research in Second Language Acquisition and International Education ◽

10.1075/sar.20004.poz ◽

2021 ◽

Vol 6 (2) ◽

pp. 189-213

Author(s):

Rebecca Pozzi ◽

Lina Reznicek-Parrado

Keyword(s):

Ethnic Identity ◽

Study Abroad ◽

Qualitative Analysis ◽

Heritage Language ◽

Mexican Descent ◽

Heritage Speakers ◽

Language Pedagogy ◽

Heritage Speaker ◽

Linguistic Awareness ◽

Relevant Topic

Abstract Heritage speaker identities have traditionally been a relevant topic of inquiry among scholars of heritage language pedagogy. Nevertheless, there is little research on Spanish heritage language identities in a study abroad context. Additionally, most existing studies on this topic focus on heritage speakers of Mexican descent studying in Mexico (e.g., de Félix & Cavazos Peña, 1992; McLaughlin, 2001; Riegelhaupt & Carrasco, 2000). This study examines heritage language identities in a non-heritage context by exploring the experiences of three heritage speakers of Mexican descent studying in Mendoza, Argentina. By focusing on a non-heritage context, we move away from the presumption that all heritage speakers seek to (re)claim a specific ethnic identity through language study (see Leeman, 2015). Instead, our qualitative analysis illustrates the diverse ways heritage speakers in a non-heritage context construct, contest, and negotiate their identities with respect to linguistic awareness, negotiation between varieties, and perceptions of their abilities.

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