Sara M Beaudrie
Biographic Data
| ID | 1532276 |
|---|---|
| NAME | Sara M Beaudrie |
| GIVEN NAMES | Sara M |
| FAMILY NAME | Beaudrie |
| SIGNATURE | BEAUDRIE S M |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Insights into SHL program direction: Student and program advocacy challenges in the face of ideological inequity
As Spanish heritage language (SHL) programs grow nationwide, SHL program directors (PD) are tasked with negotiating the intricacies of either building an SHL program from scratch or carving space for a program that, unlike second language (L2) programs, are not institutionalised. Considering the evidence of deeply embedded dominant language ideologies in language departments, it is crucial to gain further insights into the challenges that SHL PDs…
The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks
Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived value as a signal of an accomplished writer, few empirical studies have addressed spelling and use of…
Approaches to Language Variation: Goals and Objectives of the Spanish Heritage Language Syllabus
Traditionally, teaching standard Spanish has been at the center of Spanish as a heritage language (SHL) instruction (Bernal-Enríquez & Hernández-Chávez, 2003; Hidalgo, 1990, 1997; Leeman, 2005; Martínez, 2003; Valdés, 1978, 1997; Villa 1996, 2002). A growing number of SHL scholars, however, have advocated for shifting the focus of instruction to the students’ language varieties and to dialect awareness (Bernal-Enríquez & Hernández-Chávez, 2003; L…
Introduction: Developments in Spanish Heritage Language Assessment
Spanish Heritage Language Programs: A Snapshot of Current Programs in the Southwestern United States
This article reports the results of an investigation into current Spanish heritage language (SHL) course offerings and their content in 4‐year public and private universities in the American Southwest. Prior research has indicated that the number of language departments in the United States offering SHL courses remains small (18 and 17.8%, respectively). The data collection consisted of a survey method carried out through an extensive Web search …
Spanish Heritage Language Programs: A Snapshot of Current Programs in the Southwestern United States
This article reports the results of an investigation into current Spanish heritage language (SHL) course offerings and their content in 4‐year public and private universities in the American Southwest. Prior research has indicated that the number of language departments in the United States offering SHL courses remains small (18 and 17.8%, respectively). The data collection consisted of a survey method carried out through an extensive Web search …
The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks
Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived value as a signal of an accomplished writer, few empirical studies have addressed spelling and use of…
Spanish Heritage Language Programs: A Snapshot of Current Programs in the Southwestern United States
This article reports the results of an investigation into current Spanish heritage language (SHL) course offerings and their content in 4‐year public and private universities in the American Southwest. Prior research has indicated that the number of language departments in the United States offering SHL courses remains small (18 and 17.8%, respectively). The data collection consisted of a survey method carried out through an extensive Web search …
Introduction: Developments in Spanish Heritage Language Assessment
Approaches to Language Variation: Goals and Objectives of the Spanish Heritage Language Syllabus
Traditionally, teaching standard Spanish has been at the center of Spanish as a heritage language (SHL) instruction (Bernal-Enríquez & Hernández-Chávez, 2003; Hidalgo, 1990, 1997; Leeman, 2005; Martínez, 2003; Valdés, 1978, 1997; Villa 1996, 2002). A growing number of SHL scholars, however, have advocated for shifting the focus of instruction to the students’ language varieties and to dialect awareness (Bernal-Enríquez & Hernández-Chávez, 2003; L…
The Teaching and Learning of Spelling in the Spanish Heritage Language Classroom: Mastering Written Accent Marks
Spanish spelling, especially the use of written accent marks, is a major stumbling block for Spanish heritage language (SHL) learners (Carreira 2002). In fact, Mikulski (2006) found that most SHL learners ranked bettering their spelling and grammar as a very important learning goal. Despite its importance in literacy development and its perceived value as a signal of an accomplished writer, few empirical studies have addressed spelling and use of…
Insights into SHL program direction: Student and program advocacy challenges in the face of ideological inequity
As Spanish heritage language (SHL) programs grow nationwide, SHL program directors (PD) are tasked with negotiating the intricacies of either building an SHL program from scratch or carving space for a program that, unlike second language (L2) programs, are not institutionalised. Considering the evidence of deeply embedded dominant language ideologies in language departments, it is crucial to gain further insights into the challenges that SHL PDs…
Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · EFL/ESL Teaching and Learning (2 works) · Heritage language (2 works) · Linguistics (2 works) · Political science (2 works)