Language Ideology & Pedagogical Views Across Roles: Examining a Spanish Heritage Language Program

Abstract

This dissertation explored the perspectives of stakeholders within a university-level Spanish Heritage Language (SHL) program in Arizona, focusing on their language ideologies and critical language education efforts. The study, rooted in Critical Language Awareness (CLA) and Culturally Sustaining Pedagogy (CSP) frameworks, challenges deficit-based views of heritage languages and promotes the validity of diverse linguistic practices. The research comprised three manuscripts, each offering unique insights into the ideological and practical dynamics of SHL education. The first manuscript examined the language ideologies of key administrative stakeholders, including the program director, coordinator, director of undergraduate studies, and department head. It revealed their collective commitment to CLA and the challenges in instructor preparation and departmental support necessary for effective SHL education. The second manuscript delved into the language ideologies of six SHL instructors, uncovering a spectrum of stances from reinforcing standard language ideologies (SLIs) to promoting CLA. It highlighted the importance of reflective practices in instructor preparation to align teaching methods with CLA principles. The third manuscript explored the preparation trajectories and insights of SHL educators committed to CLA. It emphasized the significance of social justice, community engagement, and continuous professional development in fostering effective SHL instruction. The findings underscored the necessity of comprehensive support structures, extensive instructor preparation, and collaborative efforts in promoting CLA efforts. The dissertation calls for ongoing research, advocacy, and policy changes to support heritage learners and ensure the sustainability of SHL programs.