Description
Language Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom.
The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices.
This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.
Table of Contents
Preface
Chapter 1. Language, Identity, and Heritage Language Learning
Chapter 2. Spanish as a Heritage Language in Texas and Kansas
Chapter 3. Teachers’ Personal Histories and Classroom Praxis
Chapter 4. Heritage Language Students’ Experiences, Ideologies, and Social Positioning
Chapter 5. Heritage Language Learning and Symbolic Power
Chapter 6. Heritage Language Education in Specific Contexts
