Challenging deficit ideologies in Spanish heritage language policies and programs
Bibliographic Data
| ID | 8939004 |
|---|---|
| Authors | David Cassels Johnson (0000-0003-0316-2884, Department of Teaching and Learning University of Iowa Iowa USA, corresponding author), Melanie Carbine (Department of Teaching and Learning University of Iowa Iowa USA), Christine Shea (0000-0002-2782-5868, Department of Spanish and Portuguese and Department of Linguistics University of Iowa Iowa USA) |
| Year | 2024 |
| Volume | 57 |
| Issue | 4 |
| Pages | 944-961 |
| Publication date | 2024-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12770 |
| OpenAlex | W4400333532 |
| Language | EN |
| Citations received | 4 |
| References cited | 49 |
This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there is no language policy that provides a facilitative structure for Heritage language education, so issues of educational opportunity for SHL students are addressed locally. Teachers are, therefore, particularly influential language policy and education arbiters. In this paper, we analyze (1) how Iowa language policy is interpreted and appropriated by high school Spanish teachers and (2) the perspectives of high school Spanish teachers about Heritage language education. Findings reveal that many teachers reject the monoglossic ideologies popular in Spanish language classrooms and instead celebrate the unique verbal repertoires of their SHL students. Implications for language policy and practice are discussed
Foreign language · Heritage language · Ideology · Language assessment · Language education · Language policy · Language proficiency · Mathematics education · Pedagogy · Political science · Politics · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Planning language, planning inequality
The Encyclopedia of Applied Linguistics
Language Policy
Negotiating Language Policies in Schools
Translanguaging in Bilingual Education
Critical Language Awareness
Critical discourse analysis
Introducing Raciolinguistics
From English learner to Spanish learner
Handbook of theory and research for the sociology of education
Semilingualism
Who's Helping Whom?
Dilemmas in teaching heritage language learners
Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms
Language Ideology
Classroom Based Dialect Awareness in Heritage Language Instruction
Unofficial Sister Cities
Multilingual language policies and the continua of biliteracy
It’s Not Fair”
Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School
Problems with the ‘language‐as‐resource’ discourse in the promotion of heritage languages in the U.S.A
Language policies in education
Unpeeling the Onion
In the Region of Babel
Spanish for Heritage Speakers
Redefining Spanish teaching and learning in the United States
Heritage language education
High School Spanish Teachers' Attitudes and Practices Toward Spanish Heritage Language Learners
The past is prologue
Undoing Appropriateness
La valoración del habla bilingüe en los Estados Unidos
What's Next
Heritage Language Learners in Mixed Spanish Classes
Introduction
Wording, Meaning, and Linguistic Ideology
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |