Internal linguistic discrimination: A survey of bilingual teachers’ language attitudes toward their heritage students’ Spanish

Roman, Diego; Pastor, Alberto; Basaraba, Deni

doi:10.1080/15235882.2018.1563006

Cited by 18 publications

(11 citation statements)

References 37 publications

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“…Moreover, the L2 instructor, Profile 4, was the lowest rated across class types, which may be interpreted as further confirmation for the beliefs aforementioned. These findings are most perplexing when compared with the findings of Román et al (2019) that non-US-born Spanish instructors (i.e., Profiles 1 and 2) are more likely to embrace and enact purist language ideologies. That is, Román et al (2019) demonstrates that these instructors often correct their students more and are less likely to tolerate code-switching.…”

Section: Discussion Of Research Questionmentioning

confidence: 79%

“…These findings are most perplexing when compared with the findings of Román et al (2019) that non-US-born Spanish instructors (i.e., Profiles 1 and 2) are more likely to embrace and enact purist language ideologies. That is, Román et al (2019) demonstrates that these instructors often correct their students more and are less likely to tolerate code-switching. For HS students, this disposition may generate a classroom dynamic that is less supportive and less understanding of their unique abilities and needs as bilinguals.…”

Section: Discussion Of Research Questionmentioning

confidence: 79%

“…For example, Pascual y Cabo and Prada (2018) provided an overview of commonly detected instructor and administration attitudes towards students' linguistic and cultural backgrounds and strongly argued for a new curricular approach (Redefining Spanish Teaching and Learning-"RSTL") that shifts emphasis away from the often held belief that grammatical knowledge is the only goal of heritage courses for one that "positively expand(s) the perceptions and practices of students and teachers with regard to US Spanish (both the language(ing) and the cultural practices)" (p. 3). Román et al (2019) sought to gauge internal linguistic discrimination resulting from attitudes Spanish-English bilingual teachers held toward their HLL. They questioned the frequency and manner in which teachers corrected "incorrect" student utterances that reflected common constructions in US Spanish.…”

Section: Attitudes and Ideologies In The Heritage Classroommentioning

confidence: 99%

“…This section has reviewed the diverse attitudes and ideologies held by both teachers and students in the HL classroom and how they contribute to the construction of a classroom context to either invalidate or support the HL. Some instructors assert a more traditional, unsupportive stance toward the HL, as attested in Román et al (2019), while others-trained in sociolinguistics and/or heritage pedagogy-acknowledge the problems of inequity (Loza 2017). Though these sympathetic instructors may not address the HL flawlessly, even their positive disposition toward the language can benefit the class dynamic by reducing HS' anxiety (Prada et al 2020).…”

Section: Attitudes and Ideologies In The Heritage Classroommentioning

confidence: 99%

“…This tendency has led to many programs taking a "remedial" approach to designing heritage courses for heritage language learners (HLL), rather than as Pascual y Cabo and Prada (2018) argued, "it is by first acknowledging the ecological workings of learning spaces, and adopting a wide-angle stance on our resources, that optimal paths for action can be identified" (p. 11). Thus, in order to curate curricula that fully address the multifaceted needs of HS students, there is an identifiable need for researchers in linguistics and education to cooperate and collaborate, rather than continue research into the two fields separately (Polinsky 2016;Román et al 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

Darriba¹,

Kinsella

Marull

et al. 2021

Languages

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The rising population of heritage speakers (HS) in university courses in the US has increased the need for instructors who understand the linguistic, social, and cultural profiles of their students. Recent research has discussed the need for specialized courses and their differentiation from second-language (L2) classes, as well as the intersection between HS and language attitudes. However, prior studies have not examined HS students’ language attitudes toward the sociolinguistic background of the instructors and their effect on classroom interactions. Therefore, this study explores HS students’ overall language attitudes and perceptions of their instructors’ sociolinguistic background. In a survey, HS university students (N = 92) across the US assessed four instructor profiles along five dimensions. Results showed that students rated more favorably instructors born and raised in Latin America, followed by those from Spain. Furthermore, HS favored these two profiles over HS or L2 profiles as their course instructors. However, preferences were less marked in the online context. These findings demonstrate that to design supportive learning spaces with—rather than for—HS students, programs must first acknowledge how classroom dynamics are shaped by the perspectives brought into the learning space and by the context of the learning space itself.

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Section: Discussion Of Research Questionmentioning

confidence: 79%

Section: Discussion Of Research Questionmentioning

confidence: 79%

Section: Attitudes and Ideologies In The Heritage Classroommentioning

confidence: 99%

Section: Attitudes and Ideologies In The Heritage Classroommentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

Darriba¹,

Kinsella

Marull

et al. 2021

Languages

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Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

Chávez-Moreno

2021

Urban Rev

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Many schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths’ critical consciousness. This teacher ideology of assuming DL is “inherently culturally relevant” led to significant issues. For example, teachers believed DL would improve Latinxs’ academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students’ outcomes, teachers made sense of Latinxs’ underperformance in DL through racist explanations and did not interrogate the program’s cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the “Spanish-dominant” students, and teachers pointed to Latinxs’ cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness.

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A systematic review of bilingual education teachers’ competences

Scherzinger

Brahm

2023

Educational Research Review

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Internal linguistic discrimination: A survey of bilingual teachers’ language attitudes toward their heritage students’ Spanish

Cited by 18 publications

References 37 publications

The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom

Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

A systematic review of bilingual education teachers’ competences

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