Perspectivas sobre la enseñanza del español a los hablantes de herencia en los Estados Unidos

Potowski, Kim; Lynch, Andrew

doi:10.1080/23247797.2014.970360

Cited by 18 publications

(17 citation statements)

References 32 publications

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“…HL users are a particularly diverse population in terms of the realization of their sound system (among other linguistic areas), and it can be challenging to accommodate this disparity among students in the HL classroom (Carreira & Kagan, 2011;Kupisch, Barton, Hailer, Stangen, Lein, & van de Weijer, 2014;Polinsky & Kagan, 2007;Valdés, 1997). In general, HL users tend to have stronger receptive skills than production skills (Potowski & Lynch, 2014), which is further supported by the findings of some studies outlined in Section 2 (e.g., Kim, 2011Kim, , 2015. Beaudrie and Ducar (2005) find that low-level Spanish HLs enrolled in a first-semester HL course at the University of Arizona have strong receptive skills, but little to no production skills.…”

Section: Pedagogical and Curricular Implications VIsupporting

confidence: 56%

“…Regarding to instructional approaches, the HL classroom should be organized in a way that is similar to the multilevel structure of English as a second language and elementary classrooms in order to account for the varied competences of learners. Differentiating instruction according to individual needs will ensure that all students receive the support that they need (Potowski & Lynch, 2014). For instance, instructors could group students together to encourage participation, assign formative assessment measures such as portfolios or journals that track individual students' progress through a variety of domains and registers, or assign independent study activities for particular learners with special needs (Carreira & Kagan, 2011).…”

Section: Pedagogical and Curricular Implications VImentioning

confidence: 99%

“…In order to address common issues like grapheme-phoneme mapping and stress-placement, Potowski and Lynch (2014) advise that teachers utilize the preexisting literacy skills that the students have in English (or whatever their native language may be). For instance, it may be useful to explicitly show students how Spanish is different from English in terms of word position and syllable stress.…”

Section: Pedagogical and Curricular Implications VImentioning

confidence: 99%

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Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

Rao

Kuder

2016

J. New Approaches Educ. Res.

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This paper creates a novel link between research on linguistics and education by discussing what we know about the sound system of heritage language users of Spanish and how these findings can inform practices implemented in heritage Spanish courses in the USA. First, we provide an overview of terminology associated with heritage language research, situating heritage Spanish programs within the educational context of the USA, and explaining why heritage Spanish phonetics and phonology remain relatively unexplored. Next, we delve into previous linguistic research on the heritage Spanish sound system in terms of individual vowels and consonants, as well as at the level of intonation, rhythm, and stress, while highlighting any observed differences between the system of heritage Spanish and those of Spanish speakers of other backgrounds. Finally, motivated by the phonetic/phonological insight of previous work, in addition to existing pedagogical and curricular research on heritage Spanish, we consider how and why the inclusion of specific types of soundsystem-based commentary and practice in the educational experience of heritage users of Spanish could be beneficial.

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Section: Pedagogical and Curricular Implications VIsupporting

confidence: 56%

Section: Pedagogical and Curricular Implications VImentioning

confidence: 99%

Section: Pedagogical and Curricular Implications VImentioning

confidence: 99%

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Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

Rao

Kuder

2016

J. New Approaches Educ. Res.

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“…An important action taken toward the remedy of this situation has been the development of courses and programs specifically designed for Spanish HSs. From the early claims made by Guadalupe Valdés and colleagues in the 1970s and 1980s advocating for SHL-specific pedagogies, the articulation of these educational alternatives has been characterized by an array of resources and perspectives, most notably the following: (1) the application of sociolinguistically informed curricula (e.g., Beaudrie, Ducar, & Potowski, 2014;Potowski & Lynch, 2014;Shin & Hudgens Henderson, 2017), (2) the implementation of principles of critical pedagogy and social justice (e.g., Abbott, 2018;Correa, 2011;Leeman, 2005;Leeman & Serafini, 2016), (3) the adoption of flexible approaches to language use (e.g., García, 2009;Shohamy, 2011;Prada & Nikula, to appear), (4) the inclusion of service learning or other forms of community engagement (e.g., Lowther Pereira, 2016; Pascual y Cabo, Prada, & Lowther Pereira, 2017), and (5) the attention and centralization of socioaffective factors, such as the notion of identity formation in the design and implementation of HL courses/programs (e.g., Hornberger & Wang, 2008;Ducar, 2008;Leeman, 2015;Parra, 2016;Potowski, 2012;Sánchez-Muñoz, 2016;Carreira & Beeman, 2014;Wilson & Martínez, 2011;Wilson & Ibarra, 2015). 3 The increasing trends in the implementation of such programs and courses in K-12 and postsecondary contexts across the country reflect the dynamics within the Hispanic community itself, which shows promising advances in areas such as education, employment, and linguistic vitality of Spanish (Krogstad, 2016).…”

Section: Spanish In the Context Of The United Statesmentioning

confidence: 99%

Redefining Spanish teaching and learning in the United States

Cabo

Prada

2018

Foreign Language Annals

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This article describes a pedagogical initiative that identifies opportunities for increased efficiency and functionality in the teaching and learning of Spanish in the context of the United States. At the core of this initiative is the reformulation of curricular and programmatic approaches in terms of current social, cultural, and linguistic practices. More specifically, it combines and builds on insights from current theoretical and practical developments so as to do the following: (1) reconcile the currently conflicting educational goals of Spanish heritage language and foreign language teaching in the United States; (2) create a more sophisticated and efficient educational substructure than what is currently available to language learners of all profiles and levels; and (3) guide the allocation of resources to not only address and support heritage language maintenance and revitalization, but to also encourage a fortified stance on bilingualism and foster cultural richness/diversity among emergent bilinguals in foreign/second language programs. A rationale is offered, and the organization and processes involved in the implementation of this initiative are described, along with the possible beneficial academic, social, and community effects such a reformulation may yield.

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“…Los estudios de investigación han puesto de manifiesto que los estudiantes de lenguas de herencia y los de segundas lenguas exhiben una serie de diferencias que tienen un impacto directo en el campo de la enseñanza de lenguas de herencia (p. ej., Potowski & Lynch, 2014;Carreira, 2016b); sin embargo, estas diferencias apenas se han explorado en el contexto de la formación de intérpretes. El presente artículo contribuye a este vacío y promueve más investigaciones en esta área mediante la examinación de las conexiones, hasta ahora poco exploradas, entre la lengua con fines específicos, la enseñanza de lenguas de herencia y la traducción e interpretación, con el objetivo de reflexionar sobre el papel y el perfil de los estudiantes de lenguas de herencias en cursos de interpretación y cómo explotar las habilidades con las que cuentan para guiar la pedagogía de la interpretación.…”

Section: Introductionunclassified

Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

Mellinger

Gasca-Jiménez

2019

Rev. signos

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Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers' unique background and previous experiences as language brokers or non-professional interpreters or translators have also been suggested as an advantage in the context of translation and interpreting pedagogy (e.g., Valdés, 2003). The field of interpreting pedagogy, initially modeled and taught by professionals in the field based on their experience, has favored a more research-based interpreting pedagogy that draws on empirically-grounded studies focusing on interpreting competence and instructional strategies (e.g., Colina & Angelelli, 2015a). Despite the recent growth in research-based pedagogy, there is limited reflection on the challenges and opportunities heritage language speakers face in interpreting courses. Research has shown that heritage language and second language speakers exhibit a number of differences that have a direct impact on heritage language education (e.g., Potowski & Lynch, 2014; Carreira, 2016b); however, these differences have not been fully explored in the context of interpreter education. The present article contributes to this gap and encourages further work in this area by investigating the underexplored relationships among language for specific purposes, heritage language education, and translation and interpreting. In doing so, this work aims to understand the role and profile of heritage language learners in interpreting courses and how existing skillsets may be better exploited to guide interpreter education. First, the literature on heritage language learners and education is reviewed in conjunction with interpreting pedagogy. Then, challenges and opportunities for this subpopulation of students are discussed while identifying potential avenues for additional investigation.

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Perspectivas sobre la enseñanza del español a los hablantes de herencia en los Estados Unidos

Cited by 18 publications

References 32 publications

Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

Redefining Spanish teaching and learning in the United States

Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

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