Teachers’ Perspectives on the Instruction and Acquisition of Dialectal Second-Person Pronouns and Conjugations in the U.S. L2 Spanish Classroom
Bibliographic Data
| ID | 7446446 |
|---|---|
| Authors | Yoko Hama (0000-0001-5969-2900), James Ramsburg (0000-0003-4446-5929) |
| Year | 2025 |
| Volume | 10 |
| Issue | 3 |
| Pages | 42-42 |
| Publication date | 2025-02-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages10030042 |
| OpenAlex | W4407972976 |
| Language | EN |
| References cited | 22 |
Despite the fact that more than 65 million Spanish speakers across Latin America use vos as the informal second-person singular pronoun instead of tú, vos remains underrepresented in U.S. Spanish curricula. Meanwhile, vosotrxs, the informal second-person plural pronoun used exclusively in Spain, is regularly included in textbooks. This study qualitatively examines how postsecondary Spanish instructors navigate these pronouns and their conjugations, particularly in relation to their perceptions of students’ learning outcomes and future communication needs. Through a comparative analysis of interview data from 32 participants, we find that instructors are more likely to address vosotrxs than vos. Even those who personally use vos outside the classroom avoid it in their teaching, citing concerns about potential confusion and a perceived lack of relevance for students’ future communication. This study highlights a persistent gap between instructors’ stated commitment to regional linguistic diversity and the reality of Spanish language instruction: while instructors affirm that incorporating dialectal variation would enhance students’ linguistic and cultural competence, minoritized features like vos remain largely absent from the curriculum
Linguistics · Mathematics education · Personal pronoun · Second-language acquisition · Linguistic Variation and Morphology · Multilingual Education and Policy · Psychology · Spanish Linguistics and Language Studies · Philosophy
Communities of Practice
The challenge of teaching Spanish L1 as pluricentric language from a critical linguistic perspective
The exclusion of vos from the Spanish as a foreign language classroom discourse
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools
Imagined Communities, School Visions, and the Education of Bilingual Students in Japan
Language learner stories and imagined identities
Identity and Intonation
Regional Variation in the Language Classroom and Beyond
Pronouns of Address in Spanish‐Language Textbooks
The Ethico‐politics of Teacher Identity
Teaching Sociolinguistic Variation in the Intermediate Language Classroom
Learner Development of a Morphosyntactic Feature in Argentina
Qualitative Interviews in Applied Linguistics
Forms of Address in the Spanish Language Curriculum in the United States
El Voseo
Study Abroad, Immigration, and Voseo in the Twenty-First-Century Classroom
| Citation velocity | historical |
|---|---|
| Highly cited | No |