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dc.contributor.advisorCarvalho, Ana M.
dc.contributor.advisorGorman, Lillian
dc.contributor.authorHerrera-Dulcet, Andrea
dc.creatorHerrera-Dulcet, Andrea
dc.date.accessioned2019-09-17T02:05:42Z
dc.date.available2019-09-17T02:05:42Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10150/634426
dc.description.abstractIn the last two decades the field of Spanish heritage language education has been concerned with the reproduction of Standard Language Ideologies (henceforth: SLI) within the language classroom (Carvalho, 2012; Leeman, 2005; Martinez, 2003, Toribio & Duran; Leeman & Serafini, 2018). Scholarly works suggest that critical pedagogies that include sociolinguistic topics and examine them critically encourage critical translingual development (henceforth: CTC), which can equip SHLLs to identify SLI and ultimately challenge linguistic subordination. Yet, practitioners struggle to characterize such pedagogies and the field is in dire need of proposals than can systematically implement and assess sociolinguistically informed critical pedagogies (henceforth: SICP). The present dissertation comprises three correlated but independent studies that examine the implementation, assessment and long-term implications for SICP in the courses for Spanish heritage language learners. Qualitative and quantitative data includes instructor journals, anonymous online survey and over 12 hours of focus group interviews. Using Action Research methodology, statistical analysis, and Critical Discourse Analysis, the present study reports on (1) the creation of a SICP and (2) the impact of SICP in developing SHLLs’ CTC, (3) and whether SICP prepare students to challenge SLIs beyond the classroom walls. Mixed-methods analysis revealed that SICP can be included in existing curricula and that SHLLs welcome these approaches, especially as they encourage SHLL’s linguistic agency. Additionally, survey data supported that through SICP students developed CTC, a s well as shift positively their attitudes towards the home language. Finally, focus groups with students four to five months after the course underscored the long-term maintenance of CTC amongst SHLLS, as well as the creation of “language expert identities” that carry CTC from inside the classroom to the outside. In conclusion, this dissertation provides substantial contributions to the fields of Heritage Language Education, U.S. Spanish sociolinguistics, and Educational Linguistics by showcasing how to create and enact a SICP for heritage language learners, by establishing direct connections between SICP and the development of SHLLs’ CTC, as well as providing a quantitative tool to measure SHLLs’ CTC in any classroom setting. Finally, the present dissertation participates in scholarly conversations in the field by documenting the impact of SICP in fostering “language expert” identities that carry students’ CTC into to their communities, ultimately challenging SLI beyond the classroom.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.subjectcritical pedagogy
dc.subjectcritical translingual competence
dc.subjectHeritage language pedagogy
dc.subjectSpanish heritage language
dc.titleSpanish with An Attitude:Critical Translingual Competence for Spanish Heritage Language Learners
dc.typetext
dc.typeElectronic Dissertation
thesis.degree.grantorUniversity of Arizona
thesis.degree.leveldoctoral
dc.contributor.committeememberDuran, Leah
thesis.degree.disciplineGraduate College
thesis.degree.disciplineSpanish
thesis.degree.namePh.D.
refterms.dateFOA2019-09-17T02:05:42Z


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