It's a Small World After All: From Stereotypes to Invented Worlds in Secondary School Spanish Textbooks

Herman, Deborah

doi:10.1080/15427580701389417

Cited by 39 publications

(30 citation statements)

References 17 publications

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“…She finds that "the implicit raison d'etre of language education according to the photographic and cultural content demonstrated in these textbooks remains teaching students how to travel and shop in exotic vacation destinations" (p. 131). Herman (2007) also finds "avoidance of discussion of societal-level issues that might aid teachers in . .…”

Section: History and Culture In Spanish Textbooksmentioning

confidence: 99%

“…Strategies for sampling textbooks in previous studies have varied, given that textbook publishers do not release sales numbers (Herman, 2007). For example, Ramirez and Hall (1990) polled eighteen secondary school Spanish teachers and their colleagues for the textbooks they used, while Azripe and Aguirre (1987) consulted Books in Print and subsequently requested their textbooks from publishers.…”

Section: Samplingmentioning

confidence: 99%

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History Through First-Year Secondary School Spanish Textbooks: A Content Analysis

Holley-Kline¹

2013

ucbgse_bre

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Although enrollments in secondary school Spanish have risen over the past few decades, the Spanish-speaking world (Latin America, in particular) tends to be underrepresented or absent in history textbooks. Given that not all students who take entry-level Spanish classes will continue to more advanced levels, the first-year Spanish textbook may be some students' first or only engagement with the histories of the Spanish-speaking world. Using content analysis, I evaluate four entry-level secondary school Spanish textbooks for the nations they include, the time periods they reference, and the ways in which those references are made. My analysis indicates that many nations, time periods, and concepts are excluded, resulting in reductionist views of history. The histories referenced tend to be exoticized, resulting in the Othering of contemporary groups. Further approaches are suggested.

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Section: History and Culture In Spanish Textbooksmentioning

confidence: 99%

Section: Samplingmentioning

confidence: 99%

History Through First-Year Secondary School Spanish Textbooks: A Content Analysis

Holley-Kline¹

2013

ucbgse_bre

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“…Em seu estudo sobre livros-texto de espanhol como segunda língua, Herman (2007) explica que "em geral, os livros-texto de espanhol examinados mostram que, ao longo do tempo, expressões explicitamente racistas desapareceram, mas estereótipos sutis permanecem" (p. 125). Contudo, como mostra o seu trabalho, os livros-texto ainda evitam discussões sobre cultura e sociedade, pintando a cultura-alvo como um destino turístico, no qual as pessoas "se vestem com roupas engraçadas e falam uma língua diferente" (p. 133).…”

Section: Análise Da Bibliografiaunclassified

Identidade e discurso em "Avenida Brasil"; "Falar, Ler e Escrever Português" e "Ponto de Encontro"

Gualda¹

2009

Rev. bras. linguist. apl.

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RESUMO: Este trabalho analisa três livros-texto de português como segunda língua, empregando métodos da Análise Crítica do Discurso focados no conceito de identidade: Avenida Brasil 1 (1991), Falar, Ler, Escrever Português (1999) e Ponto de Encontro (2007). Discutimos (1) o conceito de linguagem, conhecimento e de aprendizagem de um idioma estrangeiro presentes no texto; (2) as relações de poder entre o emissor-emissário e no próprio texto; e (3) como o texto apresenta os conceitos de identidade, cultura e sociedade, o Brasil e o estrangeiro. Os resultados mostram que os três livros empregam estratégias discursivas diferentes para seduzir o leitor e tratam de temas relacionados à ideologia, linguagem, o processo de aprendizagem linguístico e cultura. Eles mostram, assim, perspectivas muito diferentes das possibilidades discursivas em português como segunda língua. PALAVRAS-CHAVE: análise do discurso, livro-texto, português como língua estrangeira, discurso, ideologia.ABSTRACT: This article analyzes three Portuguese as a Second Language textbooks, using methods of Critical Discourse Analysis centered in the concept of identity: Avenida Brasil 1 (1991), Falar, Ler, Escrever Português (1999, and Ponto de Encontro (2007). The paper discusses (1) the idea of language, knowledge, and language learning present in the text; (2) the power relations at play between speaker-receiver and within the text; and (3) how the texts present identity, culture and society, Brazil and the foreigner. The results show that the three books employ different discursive strategies to engage the reader and to approach issues related to ideology, language, language learning, and culture. They therefore present very different perspectives on the possible discourses in Portuguese as a Second Language.

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“…To this end, a small but growing body of research has begun to focus explicitly on the case of Spanish. Such work has considered, for example, how Spanish language education is presented and marketed to heritage learners (Leeman & Martínez, 2007) and nonheritage learners (Pomerantz, 2002); how particular pedagogical materials and institutional practices serve to position certain varieties of Spanish as 2 A. Pomerantz more authentic and desirable than others (del Valle, 2006;Herman, 2007;Leeman, 2005;Schreffler, 2007;Train, 2007;Valdés, González, López García, & Márquez, 2003); and how ideologies of language, race, and social class evident in some popular Spanish language instructional texts contribute to the racialization and continued subordination of Latinos in the United States (Schwartz, 2006). I extend this line of research by looking closely at the stories learners enrolled in an advanced Spanish-as-a-foreign-language conversation course at a prestigious, academically competitive U.S. university tell about their experiences speaking Spanish outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

Speaking Spanish Outside the Foreign Language Classroom: An Analysis of Learner Narratives

Pomerantz

2010

Critical Inquiry in Language Studies

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Building on contemporary to approaches to narrative theory and analysis, this article examines how university students enrolled in an advanced Spanish-asa-foreign-language course textually position themselves and are positioned by others as legitimate or illegitimate users of Spanish in the stories they tell about speaking the language outside the classroom. Specifically, it highlights the ideologies that learners draw on in realizing these acts of positioning, noting how they both reflect and reproduce particular inequities around ethnicity, social class, and language. Offering a detailed account of the ways in which the focal narratives represent the dynamics of Spanish language interactions within the United States, the article raises additional questions for scholarly research and advocates for more critically informed approaches to Spanish language education.

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It's a Small World After All: From Stereotypes to Invented Worlds in Secondary School Spanish Textbooks

Cited by 39 publications

References 17 publications

History Through First-Year Secondary School Spanish Textbooks: A Content Analysis

History Through First-Year Secondary School Spanish Textbooks: A Content Analysis

Identidade e discurso em "Avenida Brasil"; "Falar, Ler e Escrever Português" e "Ponto de Encontro"

Speaking Spanish Outside the Foreign Language Classroom: An Analysis of Learner Narratives

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