Identity Labels and Self‐Reported Language Use
Implications for Spanish Language Programs
Bibliographic Data
| ID | 8939714 |
|---|---|
| Authors | Daniel Villa (0000-0002-2311-4153, New Mexico State University, corresponding author), Jennifer Villa (0000-0001-5470-4212, New Mexico State University) |
| Year | 1998 |
| Volume | 31 |
| Issue | 4 |
| Pages | 505-516 |
| Publication date | 1998-12-01 |
| 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/j.1944-9720.1998.tb00596.x |
| OpenAlex | W2001743643 |
| Language | EN |
| Citations received | 12 |
| References cited | 8 |
Demographic changes in the U.S. population are reflected in the students entering Spanish language instruction programs. These programs face a student body with a wide range of language skills; from those with no knowledge of Spanish to those who are natively fluent in the language. In response to the increasing number of students who enter Spanish classes with some degree of heritage language skills, many programs across the nation have instituted what are commonly called Spanish for Native Speakers (SNS) courses. However, participation in such classes is generally not mandatory, and not all students who possess heritage language skills enroll in SNS programs, opting instead for classes designed for non‐native speakers. This article, then, examines the relationship between self‐identification labels and self‐reported language use, among other factors, of students who have self‐selected into SNS courses. A principal goal of this study is to work toward a better understanding of certain identity features of students with heritage language skills, in order to inform future curriculum development in student‐centered SNS programs
Curriculum · First language · Heritage language · Identity (music · Language proficiency · Linguistics · Mathematics education · Native-language instruction · Pedagogy · Population · Sociology · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Profiles of an Acquisition Generation
Spanish Is Foreign
Hispanic Heritage Language Speakers in the United States
Speaking Spanish Outside the Foreign Language Classroom
Transformations of La Familia on the U.S.-Mexico Border
From Puerto Rican to pan-ethnic in New York city
Toward a Definition of Heritage Language
Toward a model of purposeful participant inclusion
How Course Level, Gender, and Ethnic Identity Labels Interact with Language Attitudes towards Spanish as a Heritage Language
The Linguistic Similarities of Spanish Heritage and Second Language Learners
Linguistic Diversity and Inclusion in the Foreign Language Classroom
Spanish Literacy and the Academic Success of Latino High School Students
Life with Two Languages
Language, Identity, and Social Division
Reversing Language Shift
Language and Social Identity
Choosing a “Standard” Variety of Spanish for the Instruction of Native Spanish Speakers in the U.S
The geography of language shift
Bilingualism
The US Census of 1980 and Spanish in the Southwest
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,46 |
| Citation span | 2000 - 2020 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 12 |