Mexico Host Family Reactions to a Bilingual Chicana Teacher in Mexico: A Case Study of Language and Culture Clash

Riegelhaupt, Florencia; Carrasco, Roberto Luis

doi:10.1080/15235882.2000.10162775

Cited by 66 publications

(26 citation statements)

References 4 publications

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“…In examining the experiences of heritage language learners abroad, Petrucci () recounted how the descendants of immigrants to Peru from Okinawa were successfully integrated into the Okinawan communities hosting them. However, Petrucci also cited a study by Riegelhaupt and Carrasco () in which heritage learners were received with suspicion, at best. These authors recounted the plight of Lidia, a second‐generation Chicana student from Arizona who participated in a five‐week Spanish immersion program in Mexico.…”

Section: Identity In the Study Abroad Literaturementioning

confidence: 99%

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Identity and Language Learning in Study Abroad

Kinginger

2013

Foreign Language Annals

176

104

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Identity, and related conflict, can influence both qualities of language learning experiences in study abroad settings and learners' choices of language to appropriate or reject. The article offers an overview of research examining the role of identity in student sojourns abroad. This research includes (1) holistic, qualitative studies of the ways in which identities shape language learning opportunities, and (2) studies examining the development of specific, identity‐related pragmatic abilities. After defining identity and study abroad, the researcher organizes this article in terms of salient demographic categories represented in the literature: nationality/“foreigner” status, gender, linguistic inheritance, age status, and ethnicity. Where possible, examples of both holistic and pragmatics‐oriented research are included for each category. The conclusion suggests implications for language education and the design of study abroad programs along with some avenues toward greater ecological validity in research of both kinds.

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Section: Identity In the Study Abroad Literaturementioning

confidence: 99%

“…Mándenos la próxima vez una rubia, con ojos azules (Oh, Dr. Carrasco. Next time send us a blond with blue eyes).” (Riegelhaupt & Carrasco, , p. 336, cited in Petrucci, , p. 287)…”

Section: Identity In the Study Abroad Literatureunclassified

Identity and Language Learning in Study Abroad

Kinginger

2013

Foreign Language Annals

176

104

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“…Research on heritage speakers shows that they tend to be expected to be proficient speakers of the host language (e.g., Miyahira & Petrucci, 2007; Riegelhaupt & Carrasco, 2000). While little research has focused on Chinese Americans’ experience in China, there has been research on heritage learners of Korean and Japanese who studied in their ancestral homeland.…”

Section: Literature Reviewmentioning

confidence: 99%

The Complexity of Study Abroad: Stories from Ethnic Minority American Students in China

2018

Ann Rev Appl Linguist

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This study focuses on the experiences of two African American and three Chinese American college students studying in China during the 2013–2014 academic year. Data were analyzed both quantitatively and qualitatively. Quantitatively, all five students made progress in their Chinese proficiency, measured by test scores, lexical diversity, and total amount of language produced in each conversation. Qualitatively, the following themes emerged: (a) interactions with Chinese people outside the classroom, (b) how the concept of “self” was viewed by the Chinese people, (c) personality factors, and (d) the language progress. The student who did not enjoy the experience as much as the other students was ethnic Chinese with the highest level of Chinese proficiency. The explanation might be a mismatch between her ideal subject position of a successful language learner and the perceived subject position of a local Chinese person. This study provides additional evidence to show that experience abroad is complex and highly individualized. Even students from the same ethnic groups might have different experiences. Factors such as personality, prior cross-cultural experiences, language proficiency, expectations, and self-identification interact with each other in complex ways to influence the students’ experience abroad. Encouraging students to cultivate a more outgoing self in their second language (L2) might help them better take advantage of the study abroad experience.

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“…Notably, in their reflections on their experiences, the students made no reference to the social interactive abilities, such as pragmatics or interactive competence, best developed in study abroad. Another interesting case comes from a study by Riegelhaupt and Carrasco (2002) investigating the experiences of heritage learners in their ancestral homeland. One of their participants, Lidia, was a second-generation speaker of Mexican Spanish from the Southwestern United States.…”

Section: Understanding Language Learning and Student Mobilitymentioning

confidence: 99%

Telecollaboration and student mobility for language learning

Kinginger¹

2016

New Directions in Telecollaborative Research and Practice: Selected Papers From the Second Conference on Telecollaboration in H

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T his paper reviews major findings from qualitative and quantitative research on language learning in student mobility in order to consider how telecollaboration might contribute to the success of student sojourns abroad. Evidence is available to demonstrate the effectiveness of student mobility in every domain of language development. As may be expected, an in-country stay is shown to be particularly beneficial for the social-interactive and pragmatic dimensions of language least amenable to classroom instruction. However, throughout the literature a common finding is of notable individual differences in learning outcomes. To understand why only some, but not all students appear to develop language competence abroad, qualitative research has examined the nature of the experience from a variety of perspectives. This research has shown that students encounter challenges in establishing local social networks and often retain strong ties to home. They also position themselves within newly salient national identities, or are positioned by interlocutors as foreigners with questionable rights to appreciate and to learn local sociolinguistic norms. It has become clear that many learners approach their task with little awareness of diverse language varieties and registers within their host communities. Prior socialization in classrooms can also limit the range of their participation in informal conversations and thus, their development of interactive capacities. Whether implemented as preparation for physical mobility or as

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Mexico Host Family Reactions to a Bilingual Chicana Teacher in Mexico: A Case Study of Language and Culture Clash

Cited by 66 publications

References 4 publications

Identity and Language Learning in Study Abroad

Identity and Language Learning in Study Abroad

The Complexity of Study Abroad: Stories from Ethnic Minority American Students in China

Telecollaboration and student mobility for language learning

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