Redefining Spanish teaching and learning in the United States

Dados Bibliográficos

ID8938784
AutoresDiego Pascual Y Cabo (0000-0002-2477-4532, University of Florida, autor correspondente), Josh Prada (0000-0002-4783-8623, Indiana University – Purdue University Indianapolis)
Ano2018
Volume51
Fascículo3
Páginas533-547
Data de publicação2018-08-14
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoForeign Language Annals (JOURNAL)
Identificadores do periódicoISSN: 0015-718X • E-ISSN: 1944-9720
EditoraWiley (PUBLISHER • GB)
DOI10.1111/flan.12355
OpenAlexW2886705564
IdiomaEN
Citações recebidas24
Referências citadas40

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

Context (archaeology · Diversity (politics · Foreign language · Geography · Heritage language · Linguistics · Mathematics education · Neuroscience of multilingualism · Pedagogy · Political science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching