Validating and Promoting Spanish in the United States
Lessons from Linguistic Science
Bibliographic Data
| ID | 12752467 |
|---|---|
| Authors | María M Carreira (California State University, Long Beach, corresponding author) |
| Year | 2000 |
| Volume | 24 |
| Issue | 4 |
| Pages | 423-442 |
| Publication date | 2000-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2000.10162776 |
| OpenAlex | W1973126212 |
| Language | EN |
| Citations received | 23 |
| References cited | 8 |
With U.S. Hispanics constituting a culturally, racially, and economically diverse group, the Spanish language represents a key identity factor for this community. Regrettably, the derisive attitudes about Spanish in the United States, as well as abroad, present a serious obstacle to the preservation of Spanish in this country. This paper argues that the Spanish for native speakers (SNS) curriculum represents the single most important forum where such attitudes can be exposed as groundless, and where the dual task of validating the regional variants represented in the classroom while teaching the standard language can be accomplished. Well-chosen linguistic examples hold the key to demonstrating four issues that are vital to the education of bilingual Hispanics and the preservation of Spanish in the United States. These are: (a) the arbitrary nature of linguistic prejudice, (b) the linguistic validity of all dialects of a language including nonstandard variants, (c) the overwhelming linguistic overlap between nonstandard and standard dialects of Spanish, and (d) the instrumental value of learning the standard language
Linguistics · Mathematics education · Pedagogy · Political science · Sociology · Historical Linguistics and Language Studies · Linguistic Studies and Language Acquisition · Psychology · Spanish Linguistics and Language Studies
El Español de los Estados Unidos
Percepciones y actitudes en torno a la lengua española en Estados Unidos
From Identity to Commodity
Heritage and second language learners
Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers
Teacher Beliefs and Practices in Advanced Spanish Classrooms
From pedagogy to communities
Amplifying Latinx Students’ Voices about Bilingual Experiences
La Enseñanza del Discurso Académico a Estudiantes Bilingües en los Estados Unidos
Spanish-English bilingual psychotherapists
In your own backyard
Hermanas de Corazón y Alma
Engaging Critical Pedagogy
Fighting the Standardized Norm
Heritage Language Learners’ Experiences with TExES Lote – Spanish
Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse
Teacher Development and National Standards for Spanish as a Heritage Language
Redefining Spanish teaching and learning in the United States
Student Voices
The Effect of Perceptions
Critical Language Awareness in the Spanish as a Heritage Language College Classroom
Teacher and SHL Student Beliefs about Oral Corrective Feedback
Converse racialization' and 'un/marking' language
| Unique citing works | 23 |
|---|---|
| Citations per year | 1,05 |
| Citation span | 2004 - 2024 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 23 |