Spanish Heritage Language Development: A Causal-Comparative Study Exploring the Differential Effects of Heritage Versus Foreign Language Curriculum
AuthorBeaudrie, Sara Mariel
KeywordsHeritage language development
heritage language pedagogy
heritage versus foreign language curricula comparison
AdvisorAriew, Robert A.
Committee ChairAriew, Robert A.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractDual tracks - for Foreign (FL) and Heritage languages (HL) - in Spanish language programs are becoming increasingly common in U.S. higher education institutions, although most only offer HL courses for intermediate and/or advanced learners. Few universities have incorporated specialized courses for receptive bilinguals into their programs. Contradictory arguments can be found in the HL education literature regarding the type of curriculum (FL or HL) that would best serve the pedagogical needs of these students (Carreira, 2004; Lipski, 1996; Potowski, 2005).This study attempts to offer insights into this discussion by examining the effects of these two types of curricula on the written and oral language development of three groups of learners: two groups of HL learners enrolled in HL and FL courses, and a group of FL learners taking the same FL courses. The purpose of this study is four-fold: 1) delineate a profile of receptive bilinguals; 2) measure changes in oral and written production and other language-related variables after one semester of instruction; 3) examine the students' level of satisfaction with the language curriculum; and 4) uncover linguistic differences between FL and HL learners. The data collection consisted of series of written and oral-elicitation tasks and online questionnaires at the beginning and end of the semester.The results showed that all groups made significant gains in writing fluency and complexity but only the HL group in the HL course significantly improved their writing accuracy. Both HL groups made greater gains in oral fluency and complexity than the FL group but the HL group in the HL course outperformed both groups in syntactic complexity gains. The HL group in the HL course showed the highest level of satisfaction and the greatest improvement in self-confidence and language attitudes but no differences in language use outside the classroom and self-evaluation of language abilities. The results offer implications for the inclusion of receptive bilinguals in HL programs, their language placement, and pedagogical and curricular practices most suitable for these students in the HL classroom.
Degree ProgramSecond Language Acquisition & Teaching
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
The Ideology of U.S. Spanish in Foreign and Heritage Language Curricula: Insights from Textbooks and Instructor Focus GroupsAl Masaeed, Katharine Burns (The University of Arizona., 2014)According to data from the U.S. Census Bureau (2012), the United States is the world's fifth most populous Spanish-speaking country, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined, as detailed in a 2010 report from the Modern Language Association (MLA). How are these two realities connected? Is the United States' status as a top Spanish-speaking country reflected in Spanish as a Foreign Language (SFL) and Spanish as a Heritage Language (SHL) curricula at the university level? This case study of a large, Southwestern university, which is home to SFL and SHL programs among the largest in the country, explores that question using a two-tiered approach. First, Critical Discourse Analysis (CDA) is employed to examine the ideological underpinnings of how spoken varieties of Spanish, with particular emphasis on U.S. Spanish, are presented in first-year and second-year university-level SFL and SHL textbooks used at the university. Second, focus groups of SFL and SHL instructors are conducted to gain insight into their beliefs and practices regarding language variety in the classroom. The study finds a systematic reinforcement of the ideology of a monolithic 'standard' Spanish in the SFL and SHL textbooks and curricula, with only cursory attention paid to regional varieties of Spanish and an oftentimes explicit de-legitimization of U.S. Spanish in particular.
SPANISH HERITAGE LANGUAGE SOCIALIZATION PRACTICES OF A FAMILY OF MEXICAN ORIGINDelgado, Maria Rocio (The University of Arizona., 2009)This ethnographic case study describes the patterns of language socialization and literacy/biliteracy practices and the patterns of language choice and language use of a Spanish heritage bilingual family of Mexican origin from the participant perspective, the emic view, and the research perspective, an etic view. This analysis attempts to broaden the knowledge of how Mexican origin families use language at home by demonstrating how literacy/biliteracy practices (i.e., reading, writing and talk/conversation), language choice (i.e., Spanish, English, code-switching (CS)) and language use (i.e., domains) contribute to reinforce, develop or hinder the use of Spanish as a heritage language. Using ethnographic methodology, this study analyzes the participants' naturally occurring language interactions. Socialization and language learning are seen as intricately interwoven processes in which language learners participate actively.The analysis and discussion is presented in two sections: 1) language socialization in conjunction with literacy practices, and 2) language socialization in conjunction with language choice and CS. Language choice and CS are analyzed by means of conversation analysis theory (CA): the analysis of language sequences of the participants' conversation. The description of the domains (i.e., what participants do with each language and the way they use language) constitutes the basis for the analysis.The findings of this study show that language shift to English is imminent in an environment of reduced contact with parents, siblings, and the community of the heritage language group. Understanding which literacy practices are part of the everyday life of Hispanic households is relevant to the implementation of classroom literacy practices.
SPANISH HERITAGE LANGUAGE MAINTENANCE: THE RELATIONSHIP BETWEEN LANGUAGE USE, LINGUISTIC INSECURITY, AND SOCIAL NETWORKSGonzalez, Gwynne (The University of Arizona., 2011)The field of heritage language maintenance lacks an in-depth look at the social networks that make-up the linguistic interaction of heritage speakers of Spanish. Moreover, the social network studies that have focused on language maintenance have all investigated the maintenance of a first language spoken by immigrants or the use of a dialect. Undoubtedly, there is a lacuna of research with regard to heritage speakers of a language, which is the focus of the proposed study. There is an even greater deficit in the study of linguistic insecurity among heritage language speakers and the correlation that there may be with regard to social networks. The present research fills this gap by examining these issues within a population of heritage speakers of Spanish at the University of Arizona.This study examines correlations between linguistic insecurity, social networks and language use in heritage speakers of Spanish. The population investigated are college aged students registered in the beginning and intermediate courses of the Heritage Language Program at the University of Arizona, Tucson (SPAN 103, 203, and 253). Linguistic insecurity is measured using an adapted version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, and Cope, 1986) and language use is measured through an online questionnaire. The subjects' social networks are identified using an adapted on-line version of the Cochran, Larner, Riley, Gunnarson, & Henderson's (1990) social network questionnaire. This study details the social networks of heritage language speakers of Spanish and presents the correlation between these networks, the participants' use of Spanish and their linguistic insecurity in a discussion regarding the speakers' prospects of maintaining the heritage language. Secondly, it presents correlations between the linguistic insecurity of heritage language speakers of Spanish, Spanish language use, oral proficiency and social network structure. The information provided by this study will help in the understanding of the function of social networks in the maintenance of a heritage language. It will further assist in the understanding of linguistic insecurity and provide a foundation for further research into how to address linguistic insecurity in the heritage language classroom.