Redefining Spanish teaching and learning in the United States
Datos Bibliográficos
| ID | 8938784 |
|---|---|
| Autores | Diego Pascual Y Cabo (0000-0002-2477-4532, University of Florida, autor de correspondencia), Josh Prada (0000-0002-4783-8623, Indiana University – Purdue University Indianapolis) |
| Año | 2018 |
| Volumen | 51 |
| Número | 3 |
| Páginas | 533-547 |
| Fecha de publicación | 2018-08-14 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12355 |
| OpenAlex | W2886705564 |
| Idioma | EN |
| Citas recibidas | 24 |
| Referencias citadas | 40 |
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
Visual voices
“Did you have some kind of blow to the head?”
The ideological positioning of heritage language learners
The critical awakening of a pre-service teacher in a Spanish graduate program
Heritage Language Teaching
Ecological validity and inclusivity in heritage bilingualism research
The Effect of Perceptions
Teaching during Covid-19
Linguistic imperialism
College and High School Collaboration in the Heritage Language Classroom
Heritage Language Learners’ Experiences with TExES Lote – Spanish
Culturally Sustaining Pedagogy at Hispanic Serving Institutions
In your own backyard
Expanding access to CLA
Spanish for the Professions
The other side of heritage language education
Critical language awareness and L2 learners of Spanish
Exploring the experiences of heritage speakers as world language teachers of Spanish
When a heritage speaker wants to be a Spanish teacher
Challenging deficit ideologies in Spanish heritage language policies and programs
Understanding Heritage Language Learners' Critical Language Awareness (CLA) in Mixed Language Programs
Language Ideologies in the Spanish Heritage Language Classroom
SHL Teacher Development and Critical Language Awareness
Approaching Composition as Showing-Telling through Translanguaging
Assessing Multilingual Competencies
Translanguaging in the Bilingual Classroom
Critical Language Awareness (CLA) for Spanish Heritage Language Programs
Clarifying translanguaging and deconstructing named languages
From Identity to Commodity
Towards new standards in foreign language assessment
Self-Generated Attitude Change
Diversity in Definition
A personal, retrospective view of ecological validity
Evaluating the Role of the Spanish Department in the Education of U.S. Latin@ Students
Validating and Promoting Spanish in the United States
Emergent Bilinguals and Tesol
Engaged Humanities and the Future of Spanish Programs
Cognitive schemas and thought as determinants of attitude change
The Sanitizing of U.S. Spanish in Academia
Heritage language education
A Sociolinguistic Approach to Teaching Spanish Grammatical Structures
Student Voices
Advocating for Critical Pedagogical Approaches to Teaching Spanish as a Heritage Language
Engaging Critical Pedagogy
Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture
Disinventing and (Re)Constituting Languages
Codemeshing in Academic Writing
What's Next
| Obras citantes distintas | 24 |
|---|---|
| Citas por año | 3,43 |
| Intervalo de citas | 2019 - 2026 (8) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 24 |