Lillie Vivian Padilla
Biographic Data
| ID | 3531639 |
|---|---|
| NAME | Lillie Vivian Padilla |
| GIVEN NAMES | Lillie Vivian |
| FAMILY NAME | Padilla |
| SIGNATURE | PADILLA L V |
| AFFILIATIONS | Sam Houston State University |
| ORCID | 0000-0001-9326-431X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Hidden in plain sight – assessing the impact of targeted modules on Afro-Latinx visibility in the Spanish classroom
Afro-Latinx communities have historically been marginalized in educational curricula. This study seeks to address this gap by examining the impact of Afro-Latinx modules in a college-level Spanish class. The study asks: (1) How does the implementation of Afro-Latinx modules influence the visibility and representation of Afro-Latinx individuals and communities in the Spanish language curriculum? (2) How do students perceive the effectiveness of Af…
“Man, I don’t know anything”: Students insights into Afro-Latinx (re)presentation in Spanish textbooks
The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions o…
From Invisibility to Visibility: Reshaping Spanish Students Understanding of Afro-Latinx Identity Through Classroom Learning
Representation Matters: An Exploration of the Impact of Afro-Latinx Representation in an L2 Class
Several studies emphasize that the limited representation of Afro-Latinx communities in Spanish language curricula affects students' understanding of the diversity in Spanish-speaking societies. However, research has yet to evaluate the impact of a curricular intervention incorporating an Afro-Latinx module into an L2 Spanish language course. The present study addresses two research questions: (1) what the changes in knowledge after implementing …
Spanish subject pronoun expression among Bube speakers in Equatorial Guinea
Aims and Objectives: Spanish subject pronoun expression (SPE) among Bube speakers in Equatorial Guinea has hardly been examined. Thus, the paper aims to (a) examine the SPE rate (b) and the linguistic and social predictors of SPE in this variety. Methodology: The data for the present study were collected using sociolinguistic interviews. These interviews lasted between 45 minutes and an hour. Data and analysis: The audio recordings of 18 bilingua…
Tales of (Under)Representation: Afro-Latinx in Spanish as a Heritage Language Textbooks
The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical Discourse Analysis (CDA) and Gunther Kress and Theo van Leeuwen's (2001, 2006) grammar of visual des…
The “Other” Latinx: The (Non)existent Representation of Afro-Latinx in Spanish Language Textbooks
The present study conducted a critical discourse analysis and a visual analysis on 12 beginner-level Spanish textbooks. The goal of the study was to examine the representation of Afro-Latinxs and the ideologies behind these representations. The frameworks that guided the study were Fairclough’s framework for Critical Discourse Analysis (CDA) and Kress and Van Leeuwen’s model for conducting a visual analysis. The results indicate that there is har…
Ideologies in the foreign language curriculum: Insights from textbooks and instructor interviews
This study presents a critical discourse analysis of underlying language ideologies derived from L2 Spanish textbooks. Although previous research has tended to focus on ideologies contained in Spanish heritage language textbooks, in the present analysis, we expand this narrow scope by focusing on L2 Spanish textbooks, specifically Unidos, Identidades and Revistas. In addition, we conduct semi-structured interviews to gain insights into the belief…
The “Other” Latinx: The (Non)existent Representation of Afro-Latinx in Spanish Language Textbooks
The present study conducted a critical discourse analysis and a visual analysis on 12 beginner-level Spanish textbooks. The goal of the study was to examine the representation of Afro-Latinxs and the ideologies behind these representations. The frameworks that guided the study were Fairclough’s framework for Critical Discourse Analysis (CDA) and Kress and Van Leeuwen’s model for conducting a visual analysis. The results indicate that there is har…
Representation Matters: An Exploration of the Impact of Afro-Latinx Representation in an L2 Class
Several studies emphasize that the limited representation of Afro-Latinx communities in Spanish language curricula affects students' understanding of the diversity in Spanish-speaking societies. However, research has yet to evaluate the impact of a curricular intervention incorporating an Afro-Latinx module into an L2 Spanish language course. The present study addresses two research questions: (1) what the changes in knowledge after implementing …
Tales of (Under)Representation: Afro-Latinx in Spanish as a Heritage Language Textbooks
The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical Discourse Analysis (CDA) and Gunther Kress and Theo van Leeuwen's (2001, 2006) grammar of visual des…
Ideologies in the foreign language curriculum: Insights from textbooks and instructor interviews
This study presents a critical discourse analysis of underlying language ideologies derived from L2 Spanish textbooks. Although previous research has tended to focus on ideologies contained in Spanish heritage language textbooks, in the present analysis, we expand this narrow scope by focusing on L2 Spanish textbooks, specifically Unidos, Identidades and Revistas. In addition, we conduct semi-structured interviews to gain insights into the belief…
The “Other” Latinx: The (Non)existent Representation of Afro-Latinx in Spanish Language Textbooks
The present study conducted a critical discourse analysis and a visual analysis on 12 beginner-level Spanish textbooks. The goal of the study was to examine the representation of Afro-Latinxs and the ideologies behind these representations. The frameworks that guided the study were Fairclough’s framework for Critical Discourse Analysis (CDA) and Kress and Van Leeuwen’s model for conducting a visual analysis. The results indicate that there is har…
Spanish subject pronoun expression among Bube speakers in Equatorial Guinea
Aims and Objectives: Spanish subject pronoun expression (SPE) among Bube speakers in Equatorial Guinea has hardly been examined. Thus, the paper aims to (a) examine the SPE rate (b) and the linguistic and social predictors of SPE in this variety. Methodology: The data for the present study were collected using sociolinguistic interviews. These interviews lasted between 45 minutes and an hour. Data and analysis: The audio recordings of 18 bilingua…
Tales of (Under)Representation: Afro-Latinx in Spanish as a Heritage Language Textbooks
The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical Discourse Analysis (CDA) and Gunther Kress and Theo van Leeuwen's (2001, 2006) grammar of visual des…
“Man, I don’t know anything”: Students insights into Afro-Latinx (re)presentation in Spanish textbooks
The present study investigated students’ perceptions of the presence or absence of Afro-Latinx representation in Spanish language textbooks and their suggestions for improving these representations. Critical race theory, critical language awareness, and critical discourse analysis were the theoretical frameworks guiding the study. Semi-structured interviews were conducted among 15 Spanish language students to gain insight into their perceptions o…
From Invisibility to Visibility: Reshaping Spanish Students Understanding of Afro-Latinx Identity Through Classroom Learning
Representation Matters: An Exploration of the Impact of Afro-Latinx Representation in an L2 Class
Several studies emphasize that the limited representation of Afro-Latinx communities in Spanish language curricula affects students' understanding of the diversity in Spanish-speaking societies. However, research has yet to evaluate the impact of a curricular intervention incorporating an Afro-Latinx module into an L2 Spanish language course. The present study addresses two research questions: (1) what the changes in knowledge after implementing …
Hidden in plain sight – assessing the impact of targeted modules on Afro-Latinx visibility in the Spanish classroom
Afro-Latinx communities have historically been marginalized in educational curricula. This study seeks to address this gap by examining the impact of Afro-Latinx modules in a college-level Spanish class. The study asks: (1) How does the implementation of Afro-Latinx modules influence the visibility and representation of Afro-Latinx individuals and communities in the Spanish language curriculum? (2) How do students perceive the effectiveness of Af…
Multilingual Education and Policy (7 works) · Linguistics (5 works) · Second Language Learning and Teaching (5 works) · Sociology (5 works) · Political science (4 works) · Psychology (4 works) · Computer Science (3 works) · Critical Race Theory in Education (3 works) · Philosophy (3 works) · Politics (3 works)