Roles assigned to heritage learners in beginner Spanish mixed classes
Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics [NCES], 2017). However, only 40% of institutions offer at least one course for this student population (Beaudrie, 201...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/11230 |
| _version_ | 1802223936716406784 |
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| author | Asención-Delaney, Yuly |
| author_facet | Asención-Delaney, Yuly |
| author_sort | Asención-Delaney, Yuly |
| collection | OJS |
| description | Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics [NCES], 2017). However, only 40% of institutions offer at least one course for this student population (Beaudrie, 2012). This situation forces HLs to take language courses designed for Spanish second language learners (i.e., mixed classes). This article reports a study that was carried out to answer the following research questions: a) what roles do instructors assign to HLs in their beginner classes, and b) how do these observed roles support the HL language instruction goals and meet their needs for cultural connection? Results indicate that teachers assign a variety of roles to heritage learners in their beginner Spanish classes. These roles include serving as a language model or informant in terms of linguistic, pragmatic or cultural knowledge, translating and tutoring. The assigned roles could support or inhibit heritage learners’ linguistic and cultural goals depending on their linguistic level. This article concludes with a discussion of the implications of these findings as they pertain to the required teacher training to better serve these learners in mixed language classes. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11230 |
| institution | Revista Cuadernos de Lingüística Hispánica |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-112302021-07-13T02:19:25Z Roles assigned to heritage learners in beginner Spanish mixed classes Roles asignados a los hablantes de herencia en las clases mixtas de español para principiantes Asención-Delaney, Yuly student´s role languages teaching heritage learners papel del estudiante enseñanza de idiomas hablantes de herencia papel do aluno ensino de idiomas falantes de patrimônio Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics [NCES], 2017). However, only 40% of institutions offer at least one course for this student population (Beaudrie, 2012). This situation forces HLs to take language courses designed for Spanish second language learners (i.e., mixed classes). This article reports a study that was carried out to answer the following research questions: a) what roles do instructors assign to HLs in their beginner classes, and b) how do these observed roles support the HL language instruction goals and meet their needs for cultural connection? Results indicate that teachers assign a variety of roles to heritage learners in their beginner Spanish classes. These roles include serving as a language model or informant in terms of linguistic, pragmatic or cultural knowledge, translating and tutoring. The assigned roles could support or inhibit heritage learners’ linguistic and cultural goals depending on their linguistic level. This article concludes with a discussion of the implications of these findings as they pertain to the required teacher training to better serve these learners in mixed language classes. Datos recientes indican que hay una gran población de aprendices de español como lengua heredada en instituciones universitarias en los Estados Unidos (National Center for Education Statistics [NCES], 2017). Sin embargo, solo el 40% de las instituciones ofrecen al menos un curso para estos estudiantes (Beaudrie, 2012). Esta situación obliga a los hablantes de herencia a tomar cursos de lenguas diseñados para aprendices de español como segunda lengua, clases mixtas. Este artículo reporta un estudio llevado a cabo para responder a las siguientes preguntas de investigación: a) ¿Cuáles son los roles que los instructores asignan a los hablantes de herencia en las clases para principiantes?, y b) ¿Cómo los roles asignados apoyan el logro de sus metas instruccionales de lengua y satisfacen sus necesidades de conexión cultural? Los resultados indican que los profesores asignan una variedad de roles a los hablantes de herencia: servir como modelo o informante lingüístico, pragmático y cultural, traductor y tutor. Estos roles podrían apoyar o inhibir las metas lingüísticas y culturales de los hablantes de herencia dependiendo de su nivel lingüístico. Este artículo concluye con una discusión de las implicaciones de estos resultados en relación con la formación del profesorado requerida para servir mejor a estos estudiantes en las clases mixtas. Dados recentes indicam que existe uma grande população de aprendizes de espanhol como idioma herdado em instituições universitárias nos Estados Unidos (NCES, 2017). No entanto, apenas 40% das instituições oferecem pelo menos um curso para esses alunos (Beaudrie, 2012). Essa situação obriga os palestrantes a fazer cursos de idiomas projetados para alunos do espanhol como segundo idioma, em aulas mistas. Este artigo relata um estudo realizado para responder às seguintes perguntas de pesquisa: a) Quais são os papéis que os instrutores atribuem aos palestrantes em aulas para iniciantes? E b) Como os papéis atribuídos estão apoiando o desempenho dos seus objetivos instrucionais de idioma e atender às suas necessidades de conexão cultural? Os resultados indicam que os professores atribuem uma variedade de papéis aos falantes de patrimônio, servindo como modelo o informante linguístico, pragmático e cultural, tradutor e tutor. Esses papéis podem apoiar ou inibir os objetivos linguísticos e culturais dos falantes do patrimônio, dependendo do nível do idioma. Este artigo conclui com uma discussão das implicações desses resultados em relação à formação de professores necessária para melhor atender esses alunos em turmas mistas. Universidad Pedagógica y Tecnológica de Colombia 2020-07-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/11230 10.19053/0121053X.n36.2020.11230 Cuadernos de Lingüística Hispánica; No. 36: July-December 2020; 135-153 Cuadernos de Lingüística Hispánica; Núm. 36: (julio-diciembre de 2020); 135-153 2346-1829 0121-053X spa https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/11230/9446 https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/11230/10164 Copyright (c) 2020 Cuadernos de Lingüística Hispánica |
| spellingShingle | student´s role languages teaching heritage learners papel del estudiante enseñanza de idiomas hablantes de herencia papel do aluno ensino de idiomas falantes de patrimônio Asención-Delaney, Yuly Roles assigned to heritage learners in beginner Spanish mixed classes |
| title | Roles assigned to heritage learners in beginner Spanish mixed classes |
| title_alt | Roles asignados a los hablantes de herencia en las clases mixtas de español para principiantes |
| title_full | Roles assigned to heritage learners in beginner Spanish mixed classes |
| title_fullStr | Roles assigned to heritage learners in beginner Spanish mixed classes |
| title_full_unstemmed | Roles assigned to heritage learners in beginner Spanish mixed classes |
| title_short | Roles assigned to heritage learners in beginner Spanish mixed classes |
| title_sort | roles assigned to heritage learners in beginner spanish mixed classes |
| topic | student´s role languages teaching heritage learners papel del estudiante enseñanza de idiomas hablantes de herencia papel do aluno ensino de idiomas falantes de patrimônio |
| topic_facet | student´s role languages teaching heritage learners papel del estudiante enseñanza de idiomas hablantes de herencia papel do aluno ensino de idiomas falantes de patrimônio |
| url | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/11230 |
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