Rachel Showstack
Biographic Data
| ID | 1532660 |
|---|---|
| NAME | Rachel Showstack |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Showstack |
| SIGNATURE | SHOWSTACK R |
| AFFILIATIONS | Wichita State University |
| ORCID | 0000-0002-3347-2720 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Lifting the voices of Spanish-speaking Kansans: A community-engaged approach to health equity
An important component of social justice research is centering the voices of those individuals whose lives the research is intended to improve, not as subjects from whom researchers collect data but as active participants in a process of understanding and addressing issues of concern to the community. This ideal of community engagement slows the pace of dissemination of traditional social science or sociolinguistic scholarship but also allows sch…
"Are There Any Mexicans Listening?" Stancetaking and Language Ideologies in a Spanish L2 Classroom
This study investigated classroom interaction through the framework ofstancetaking(Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one intermediate-level U.S. high school Spanish class. We examined how the students indexed epistemic stances toward their g…
Making Sense of the Interpreter Role in a Healthcare Service-learning Program
This study examines the interpreter role among students who serve as interpreters in a community health clinic system in the Midwestern USA as part of a community health-themed service-learning course for advanced Spanish students. Drawing on Positioning Theory (Davies and Harré 1990), I consider the ways in which three second language learners and three heritage speakers who participated in the program describe their roles as interpreters with r…
Pursuing Testimonial Justice: Language Access through Patient-centered Outcomes Research with Spanish Speakers
Patient-Centered Outcomes Research (PCOR), rooted in the more established tradition of Community-Based Participatory Research (Deeb-Sossa 2019), seeks to empower patients in determining the most appropriate healthcare options by including and amplifying their voices in every aspect of the research process. In this article, we report on the outcomes of a four-year PCOR engagement effort in the US Midwest that aimed to include and amplify patient v…
Interprofessional Education for Students of Translation/Interpreting and the Health Professions
In response to the rising need for Spanish-English interpreters in the United States, there has been an increase in translation and interpreting and Spanish for the health professions courses in Spanish language programs (Martínez 2015). However, before Spanish students are exposed to a clinic or hospital context, they may have limited experience interacting with health professionals. Health professions programs encourage their faculty to develop…
Language ideologies, family language policy, and a changing societal context in Kansas
This paper examines the language ideologies among parents of Mexican family origin from Garden City, Kansas, and considers the ways in which Latinxs from different sociolinguistic generations have responded to an evolving societal context when making decisions about language use within the family. The analysis is based on 24 video-recorded interviews with parents of Mexican family background who reside in Garden City, a rural town in western Kans…
Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse
Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three d…
Institutional representations of ‘Spanish’ and ‘Spanglish’: Managing competing discourses in heritage language instruction
This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish heritage language (HL) classroom: on the one hand, teaching ‘Standard Spanish’ to help students achieve professional success, and legitimizing home linguistic practices on the other. In addition to expressing both perspectives directly through overt language, the instructor also represented them through indirect representation of stan…
Symbolic power in the heritage language classroom: How Spanish heritage speakers sustain and resist hegemonic discourses on language and cultural diversity
This study examined classroom discourse in two Spanish language courses for Spanish-English bilingual students at a large university in central Texas, in order to investigate the ways that participants used language to construct their linguistic and cultural identities. The study found that students’ identities as bilinguals are linked to socially constructed discourses on the value of different language varieties and cultural experiences that dr…
Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse
Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three d…
Institutional representations of ‘Spanish’ and ‘Spanglish’: Managing competing discourses in heritage language instruction
This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish heritage language (HL) classroom: on the one hand, teaching ‘Standard Spanish’ to help students achieve professional success, and legitimizing home linguistic practices on the other. In addition to expressing both perspectives directly through overt language, the instructor also represented them through indirect representation of stan…
Lifting the voices of Spanish-speaking Kansans: A community-engaged approach to health equity
An important component of social justice research is centering the voices of those individuals whose lives the research is intended to improve, not as subjects from whom researchers collect data but as active participants in a process of understanding and addressing issues of concern to the community. This ideal of community engagement slows the pace of dissemination of traditional social science or sociolinguistic scholarship but also allows sch…
"Are There Any Mexicans Listening?" Stancetaking and Language Ideologies in a Spanish L2 Classroom
This study investigated classroom interaction through the framework ofstancetaking(Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one intermediate-level U.S. high school Spanish class. We examined how the students indexed epistemic stances toward their g…
Interprofessional Education for Students of Translation/Interpreting and the Health Professions
In response to the rising need for Spanish-English interpreters in the United States, there has been an increase in translation and interpreting and Spanish for the health professions courses in Spanish language programs (Martínez 2015). However, before Spanish students are exposed to a clinic or hospital context, they may have limited experience interacting with health professionals. Health professions programs encourage their faculty to develop…
Symbolic power in the heritage language classroom: How Spanish heritage speakers sustain and resist hegemonic discourses on language and cultural diversity
This study examined classroom discourse in two Spanish language courses for Spanish-English bilingual students at a large university in central Texas, in order to investigate the ways that participants used language to construct their linguistic and cultural identities. The study found that students’ identities as bilinguals are linked to socially constructed discourses on the value of different language varieties and cultural experiences that dr…
Institutional representations of ‘Spanish’ and ‘Spanglish’: Managing competing discourses in heritage language instruction
This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish heritage language (HL) classroom: on the one hand, teaching ‘Standard Spanish’ to help students achieve professional success, and legitimizing home linguistic practices on the other. In addition to expressing both perspectives directly through overt language, the instructor also represented them through indirect representation of stan…
Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse
Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three d…
Language ideologies, family language policy, and a changing societal context in Kansas
This paper examines the language ideologies among parents of Mexican family origin from Garden City, Kansas, and considers the ways in which Latinxs from different sociolinguistic generations have responded to an evolving societal context when making decisions about language use within the family. The analysis is based on 24 video-recorded interviews with parents of Mexican family background who reside in Garden City, a rural town in western Kans…
Making Sense of the Interpreter Role in a Healthcare Service-learning Program
This study examines the interpreter role among students who serve as interpreters in a community health clinic system in the Midwestern USA as part of a community health-themed service-learning course for advanced Spanish students. Drawing on Positioning Theory (Davies and Harré 1990), I consider the ways in which three second language learners and three heritage speakers who participated in the program describe their roles as interpreters with r…
Pursuing Testimonial Justice: Language Access through Patient-centered Outcomes Research with Spanish Speakers
Patient-Centered Outcomes Research (PCOR), rooted in the more established tradition of Community-Based Participatory Research (Deeb-Sossa 2019), seeks to empower patients in determining the most appropriate healthcare options by including and amplifying their voices in every aspect of the research process. In this article, we report on the outcomes of a four-year PCOR engagement effort in the US Midwest that aimed to include and amplify patient v…
Interprofessional Education for Students of Translation/Interpreting and the Health Professions
In response to the rising need for Spanish-English interpreters in the United States, there has been an increase in translation and interpreting and Spanish for the health professions courses in Spanish language programs (Martínez 2015). However, before Spanish students are exposed to a clinic or hospital context, they may have limited experience interacting with health professionals. Health professions programs encourage their faculty to develop…
Lifting the voices of Spanish-speaking Kansans: A community-engaged approach to health equity
An important component of social justice research is centering the voices of those individuals whose lives the research is intended to improve, not as subjects from whom researchers collect data but as active participants in a process of understanding and addressing issues of concern to the community. This ideal of community engagement slows the pace of dissemination of traditional social science or sociolinguistic scholarship but also allows sch…
"Are There Any Mexicans Listening?" Stancetaking and Language Ideologies in a Spanish L2 Classroom
This study investigated classroom interaction through the framework ofstancetaking(Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one intermediate-level U.S. high school Spanish class. We examined how the students indexed epistemic stances toward their g…
Psychology (8 works) · Sociology (7 works) · Pedagogy (6 works) · Political science (6 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · EFL/ESL Teaching and Learning (4 works) · Health care (4 works) · Interpreting and Communication in Healthcare (4 works) · Medicine (4 works)