Spanish-for-native-speaker Matters: Narrowing the Latino Achievement Gap through Spanish Language Instruction

Abstract

This paper argues that Spanish-for-native-speakers (SNS) instruction at the secondary level can play a key role in narrowing the Latino achievement gap. To this end, SNS curricula and practices should be configured to: 1) support Spanish-English biliteracy, 2) support and facilitate learning across the curriculum, 3) socialize Latino students and parents to the American system of education, and 4) marshal the resources of students’ home cultures to advance the educational and social needs of Latino youth. In addition, this paper argues that SNS teachers should become stewards for Latino educational progress within their schools. In this capacity, they must seek out collaborations with their colleagues in other disciplines, particularly ESL teachers, as well as key members of the administration, to bring about a supportive and caring school environment for Latino students and their parents.

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

“…Through this demonstration of resistance capital (Yosso, 2005), Ricardo was able to actively resist the constructs of whiteness that persisted throughout various levels of the broader school context that he and his students operated within. While the use of shared language has been documented throughout educational research to be a great relationship building strategy (Stevenson et al, 2019) and correlates with increased academic and socioeconomic success for students (Carreira, 2007;Delgado-Gaitain & Trueba, 1991;Walqui, 2000), teacher preparation programs fail to support educators of color in recognizing and activating their various forms of resistance capital -like shared language usage-as a means of cultural and professional sustainment (Castaneda et al, 2006;Gay, 2000;Mabokela & Madsen, 2003).…”

Examining the Influence of Spanish Heritage Language Learners’ Critical Language Awareness (CLA) Development on Ethnic Identity Formation

“…Further, they argue that CLA-based pedagogies promote HL students to be successful in the higher education context. More importantly, in agreement with Carreira (2007), Martínez and Foulis hold that HL courses that implement CLA-oriented content "have the potential to address disparities and inequities that produce achievement and attainment gaps for Latinx students " (p. 214). This has important implications beyond the context of higher education because, as Kondo-Brown (2001) highlights, having higher levels of ethnic identity increases the chances of succeeding in mainstream society.…”

Attitudes and Expectations towards Heritage Language Instruction: Evidence from Korean and Spanish in the US

“…For instance, HSs reported valuing Spanish in the academic context and being bilingual but also expressed negative attitudes towards using local varieties (Achugar and Pessoa 2009). These results are also connected with instruction practices in language classrooms: instructors failing to recognize the varieties of Spanish spoken by heritage students at home may affect the HSs' self-esteem and academic achievement in the HL (Bartolome and Macedo 1999;Carreira 2007).…”