Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom

Spanish language teaching in US higher education is today generally divided between ‘foreign language’ courses for novice learners and ‘heritage language’ courses for Hispanic/Latinx students with some knowledge of the language. However, ‘heritage’ students are a linguistically diverse group, and a...

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Autor principal:	Michael E. Rolland
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2016
Materias:	Spanish heritage language language ideology appropriateness racialization Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/355c4ae6568b4a99af91af42f712a30b
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spelling	oai:doaj.org-article:355c4ae6568b4a99af91af42f712a30b2021-11-25T13:21:09ZIdeology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom10.5565/rev/jtl3.6802013-6196https://doaj.org/article/355c4ae6568b4a99af91af42f712a30b2016-06-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/680https://doaj.org/toc/2013-6196 Spanish language teaching in US higher education is today generally divided between ‘foreign language’ courses for novice learners and ‘heritage language’ courses for Hispanic/Latinx students with some knowledge of the language. However, ‘heritage’ students are a linguistically diverse group, and are also often enrolled at institutions where heritage courses are not offered. Little research to date has studied ‘heritage’ speakers enrolled in ‘foreign’ language courses. For this study I conducted semi-structured interviews to explore the affective and ideological characteristics of bilingual students enrolled in elementary Spanish courses. As the literature suggests, I find that these students have a generally low opinion of their own performance in Spanish and a strong bias in favor of the standard language. Finally, in hopes of combating these notions and bridging the divide between heritage and novice learners, I contemplate ways in which students of diverse backgrounds can be included in the same language classroom. Michael E. RollandUniversitat Autònoma de BarcelonaarticleSpanishheritage languagelanguage ideologyappropriatenessracializationSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 9, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Spanish heritage language language ideology appropriateness racialization Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Spanish heritage language language ideology appropriateness racialization Special aspects of education LC8-6691 Language and Literature P Michael E. Rolland Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
description	Spanish language teaching in US higher education is today generally divided between ‘foreign language’ courses for novice learners and ‘heritage language’ courses for Hispanic/Latinx students with some knowledge of the language. However, ‘heritage’ students are a linguistically diverse group, and are also often enrolled at institutions where heritage courses are not offered. Little research to date has studied ‘heritage’ speakers enrolled in ‘foreign’ language courses. For this study I conducted semi-structured interviews to explore the affective and ideological characteristics of bilingual students enrolled in elementary Spanish courses. As the literature suggests, I find that these students have a generally low opinion of their own performance in Spanish and a strong bias in favor of the standard language. Finally, in hopes of combating these notions and bridging the divide between heritage and novice learners, I contemplate ways in which students of diverse backgrounds can be included in the same language classroom.
format	article
author	Michael E. Rolland
author_facet	Michael E. Rolland
author_sort	Michael E. Rolland
title	Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
title_short	Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
title_full	Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
title_fullStr	Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
title_full_unstemmed	Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom
title_sort	ideology, access, and status: spanish-english bilinguals in the foreign-language classroom
publisher	Universitat Autònoma de Barcelona
publishDate	2016
url	https://doaj.org/article/355c4ae6568b4a99af91af42f712a30b
work_keys_str_mv	AT michaelerolland ideologyaccessandstatusspanishenglishbilingualsintheforeignlanguageclassroom
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Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom

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