Cover not available

In:Innovative Approaches to Research in Hispanic Linguistics: Regional, diachronic, and learner profile variation
Edited by Sara Fernández Cuenca, Tiffany Judy and Lauren Miller
[Issues in Hispanic and Lusophone Linguistics 38] 2023
► pp. 154–172

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 7
Civics, ideology, and Spanish in Kansas

Implications for heritage Spanish pedagogies

 | University of Texas
Published online: 7 June 2023
DOI logo with link
https://doi.org/10.1075/ihll.38.07col
Abstract
Research on Spanish as a Heritage Language (HL) describes how integrative ideologies emphasizing cultural/linguistic identity motivate HL students more than instrumental ideologies of Spanish as a professional resource. Less explored are civic ideologies of serving communities through bilingualism. Studies of service-learning in language classes highlight the importance of civics, but do not analyze civic motivations as part of service-learning’s efficacy. To further ground pedagogical theory in community norms, I explore ideologies/motivations among heritage Spanish speakers outside of HL programs. The analysis suggests participants variably associate civic, instrumental, and integrative ideologies with their language capabilities, simultaneously positioning themselves as variably integrated within the community. These associations ask us to rethink common conceptions of motivation.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Learner motivation and language ideologies
    • 2.2Heritage language learner needs and community service-learning
    • 2.3Community norms and heritage language pedagogies
  • 3.Methods
    • 3.1Data and participants
    • 3.2Research questions and hypotheses
    • 3.3Analysis procedures
  • 4.Results
    • 4.1Veronica
    • 4.2Kristina
    • 4.3Andrés
  • 5.Conclusion
  • Note
  • References
References (36)
References
Belpoliti, F., & Bermejo, E. (2020). Spanish heritage learners’ emerging literacy: Empirical research and classroom practice. Abingdon, UK: Routledge.Google Scholar logo with link to Google Scholar
Bowles, M. (Ed.). (2022). Outcomes of University Spanish heritage language instruction in the United States. Washington, D.C.: Georgetown University Press. Google Scholar logo with link to Google Scholar
Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. Google Scholar logo with link to Google Scholar
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100(supplement), 19–47. Google Scholar logo with link to Google Scholar
Ducar, C. (2012). SHL learners’ attitudes and motivations: Reconciling opposing forces. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 161–178). Washington, D.C.: Georgetown University Press.Google Scholar logo with link to Google Scholar
Duff, P. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. Modern Language Journal, 103(supplement), 6–22. Google Scholar logo with link to Google Scholar
García, O. (2009). Livin’ and teachin’ “la lengua loca”: Glocalizing US Spanish ideologies and practices. In M. Salaberry (Ed.), Language allegiances and bilingualism in the US (pp. 151–171). Multilingual Matters. Google Scholar logo with link to Google Scholar
Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.Google Scholar logo with link to Google Scholar
Hall, J. (2019). The contributions of conversation analysis and interactional linguistics to a usage-based understanding of language: Expanding the transdisciplinary framework. Modern Language Journal, 103(supplement), 80–94. Google Scholar logo with link to Google Scholar
Helmer, K. (2020). Learning and not learning in the heritage language classroom: Engaging Mexican-origin students. Bristol, UK: Channel View Publications.Google Scholar logo with link to Google Scholar
Hepburn, A., & Bolden, G. B. (2013). The conversation analytic approach to transcription. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 57–76). Malden, MA: Wiley Blackwell.Google Scholar logo with link to Google Scholar
Hodge, R. & Kress, G. (1979). Language as ideology. London: Routledge.Google Scholar logo with link to Google Scholar
Irvine, J. T. (2022). Revisiting theory and method in language ideology research. Journal of Linguistic Anthropology, 32(1), 222–236. Google Scholar logo with link to Google Scholar
Kroskrity, P. V. (2004). Language ideologies. In A. Duranti (Ed.), A companion to linguistic anthropology (2nd ed., pp. 496–517). Malden, MA: Blackwell.Google Scholar logo with link to Google Scholar
Leeman, J., & Fuller, J. M. (2022). Hablar español en Estados Unidos: La sociopolítica del lenguaje. Bristol, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
Leeman, J., & Martínez, G. (2007). From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies 4(1), 35–65. Google Scholar logo with link to Google Scholar
Leeman, J., Rabin, L., & Román-Mendoza, E. (2011). Identity and activism in heritage language education. Modern Language Journal, 95(4), 481–495. Google Scholar logo with link to Google Scholar
Lichterman, P. (2012). Reinventing the concept of civic culture. In A. C. Jeffrey, R. N. Jacobs & P. Smith (Eds.), The Oxford handbook of cultural sociology (online). Oxford University Press. Google Scholar logo with link to Google Scholar
MacGregor-Mendoza, P., & Moreno, G. (2016). Connecting Spanish heritage language students with the community through service learning. Heritage Language Journal, 13(3), 405–433. Google Scholar logo with link to Google Scholar
Martínez, G. (2016). Goals and beyond in heritage language education. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 39–55). Washington, D.C.: Georgetown University Press.Google Scholar logo with link to Google Scholar
Mendoza, A., & Phung, H. (2019). Motivations to learn languages other than English: A critical research analysis. Foreign Language Annals, 52(1), 121–140. Google Scholar logo with link to Google Scholar
Milroy, L., & Gordon, M. (2003). Sociolinguistics: Method and interpretation. Oxford, UK: Blackwell. Google Scholar logo with link to Google Scholar
Nelson, S., & Scott, J. (2008). Applied Spanish in the university curriculum: A successful model for community-based service-learning. Hispania, 91(2), 446–460. Google Scholar logo with link to Google Scholar
Norton, B. (2013). Identity and language learning: Extending the conversation. Bristol, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
Norton, B., & De Costa, P. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90–112. Google Scholar logo with link to Google Scholar
Pak, C. (2018). Linking service-learning with sense of belonging: A culturally-relevant pedagogy for heritage students of Spanish. Journal of Hispanic Higher Education, 17(1), 76–95. Google Scholar logo with link to Google Scholar
Rosa, J. (2019). Looking like a language, sounding like a race: Raciolinguistic ideologies and the learning of Latinidad. Oxford University Press. Google Scholar logo with link to Google Scholar
Showstack, R. (2021). Making sense of the interpreter role in a healthcare service-learning program. Applied Linguistics, 2020(1), 1–21. Google Scholar logo with link to Google Scholar
Silverstein, M. (1976). Shifters, linguistic categories, and cultural description. In K. Basso & H. Selby (Eds.), Meaning in anthropology (pp. 11–55). Albuquerque, NM: University of New Mexico Press.Google Scholar logo with link to Google Scholar
Stull, D., & Broadway, M. (2013). Slaughterhouse blues: The meat and poultry industry in North America (second ed.). Belmont, CA: Wadsworth.Google Scholar logo with link to Google Scholar
Urquhuart, C. (2013). Grounded theory for qualitative research: A practical guide. London: Sage. Google Scholar logo with link to Google Scholar
U.S. Census Bureau. (2019). Garden City QuickFacts. Accessed 16 August 2021 at [URL]
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. Peyton, D. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (Language in education: Theory and Practice vol. 96) (pp. 37–80). Washington, D.C.: Center for Applied Linguistics and Delta Systems Co.Google Scholar logo with link to Google Scholar
White, K. (2020, August 30). Keeping Kansas college grads working in Kansas. KSN News. Accessed 16 August 2021 at [URL]
Wilson, D., & Ibarra, C. (2015). Understanding the inheritors: The perception of beginning-level students toward their Spanish as a Heritage Language program. EuroAmerican Journal of Applied Linguistics and Languages Special Issue, 2(2), 85–101. Google Scholar logo with link to Google Scholar
Zyzik, E. (2016). Toward a prototype model of the heritage language learner. In M. Fairclough & S. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 19–38). Washington, D.C.: Georgetown University Press.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue