The role of ethnolinguistic vitality perceptions in Spanish language maintenance and identity
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Author(s)
Natolo, Stephanie
Griffith University Author(s)
Year published
2015
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Even though the interest in Heritage Language Education in the U.S. dates back to the
1960’s, according to a 2002 NFLC/AATSP survey only 17.8% of institutions of higher
education had such programs (Ingold et al. 2002). Given than 20% of the teenagers in the
U.S. are Hispanic, planning for a continuing increase in the number of Spanish heritage
speakers and their academic needs in their heritage language is a must (Potowski and
Carreira, 2004).This paper addresses: (1) the reason behind these courses, (2) the
development of a track for Spanish Heritage Language Learners at university level that will
prepare this student ...
View more >Even though the interest in Heritage Language Education in the U.S. dates back to the 1960’s, according to a 2002 NFLC/AATSP survey only 17.8% of institutions of higher education had such programs (Ingold et al. 2002). Given than 20% of the teenagers in the U.S. are Hispanic, planning for a continuing increase in the number of Spanish heritage speakers and their academic needs in their heritage language is a must (Potowski and Carreira, 2004).This paper addresses: (1) the reason behind these courses, (2) the development of a track for Spanish Heritage Language Learners at university level that will prepare this student population for upper-level courses in Spanish in a way that meets their linguistic and cultural needs, and (3) the implementation of such a program. A step-by-step plan is spelled out. The investigation addresses enrollments, funding, training of faculty, heritage speakers attitudes towards their language as well as their perception of the courses, and placement; all of which have been discussed in the literature as creating roadblocks in accomplishing the task (Ingold et al., 2002; Potowski, 2002; Beaudrie, 2011). The objective is to provide a blueprint that any interested instructor or department can follow in order to propose, develop and put into practice Spanish as a Heritage Language Program at the university level.
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View more >Even though the interest in Heritage Language Education in the U.S. dates back to the 1960’s, according to a 2002 NFLC/AATSP survey only 17.8% of institutions of higher education had such programs (Ingold et al. 2002). Given than 20% of the teenagers in the U.S. are Hispanic, planning for a continuing increase in the number of Spanish heritage speakers and their academic needs in their heritage language is a must (Potowski and Carreira, 2004).This paper addresses: (1) the reason behind these courses, (2) the development of a track for Spanish Heritage Language Learners at university level that will prepare this student population for upper-level courses in Spanish in a way that meets their linguistic and cultural needs, and (3) the implementation of such a program. A step-by-step plan is spelled out. The investigation addresses enrollments, funding, training of faculty, heritage speakers attitudes towards their language as well as their perception of the courses, and placement; all of which have been discussed in the literature as creating roadblocks in accomplishing the task (Ingold et al., 2002; Potowski, 2002; Beaudrie, 2011). The objective is to provide a blueprint that any interested instructor or department can follow in order to propose, develop and put into practice Spanish as a Heritage Language Program at the university level.
View less >
Journal Title
Working Papers in Spanish in Society
Volume
1
Copyright Statement
© 2013 Working Papers in Spanish in Society. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Language Studies not elsewhere classified
Business and Management
Spanish
Heritage language learners
Heritage language education
Heritage language programs