Conference Presentations

Abstract:

Durante el otoño de 2024, entrevistamos a 55 estudiantes de cuatro niveles de cursos de español para hablantes de herencia (EHH). En nuestra universidad, los criterios de inclusión en el programa de EHH no se basan en las definiciones más tradicionales de tener solamente una conexión familiar con el español (e.g., Valdés, 2000) ni en las definiciones que prescriben ciertos niveles de competencia en español (e.g., Benmamoun et al, 2013). Se incluyen a los estudiantes según una definición más abierta como las de (e.g., Beaudrie & Ducar, 2005; Wilson & Martinez, 2011), que permite que cualquier estudiante que tenga relación familiar, comunitaria o histórica con el español pueda entrar a estas clases.

         Con esta diversidad de identidades viene cierta variación dialectal en el aula. Muchos estudiantes expresaron que el dialecto que se habla o el que hablan las personas que conocen más, son los que son preferidos por ellos. Otros estudiantes eligieron dialectos más prestigiosos como el español peninsular que demuestra cierto eurocentrismo que sigue vivo para algunos estudiantes (Carter & Callesano, 2018).

         La mayoría de los estudiantes identificaron sus dialectos más/menos preferidos, pero unos estudiantes tenían dificultad aún con entender qué significa “dialecto” o “variedad” de español cuando los investigadores les preguntaron sus opiniones.

         Por eso, dado que hubo estudiantes que ni pudieron identificar qué son los dialectos y otros que tenían actitudes muy fuertes en contra de algunos dialectos, hemos decidido delegar más tiempo a la variación dialectal dentro del aula para poder expandir el conocimiento dialectal de nuestros estudiantes y promover una vista más holística del español munidal.

References: 

Beaudrie, S., & Ducar, C. (2005). Beginning level university heritage programs: Creating a space for       all heritage language learners. Heritage Language Journal, 3(1), 1–26.

Beaudrie, S. M., & Wilson, D. V. (2021). Reimagining the goals of HL pedagogy through Critical Language Awareness. In S. Loza & S. M. Beaudrie (Eds.), Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy (pp. 63–79). Taylor and Francis.

Carter, P. M., & Callesano, S. (2018). The social meaning of Spanish in Miami: Dialect perceptions and implications for socioeconomic class, income, and employment. Latino Studies, 16, 65–90.

Henderson, M. H., Wilson, D. V., & Woods, M. R. (2020). How course level, gender, and ethnic identity labels interact with language attitudes towards Spanish as a heritage language. Hispania, 103(1), 27–42.

Koshiba, K. (2022). Between Inheritance and Commodity: The Discourse of Japanese Ethnolinguistic Identity among Youths in a Heritage Language Class in Australia. Journal of Language, Identity & Education, 21(5), 316–329. 

Leeman, J. (2012). Investigating language ideologies in Spanish as a heritage language. In S. Beaudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United States: The state of the field (pp. 43–59). Georgetown University Press.

Martínez, G. A. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 44–57.

Park, M. Y. (2022). Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand. International Journal of Bilingual Education and Bilingualism, 25(7), 2469–2481. 

Valdés, G. (2000). The teaching of heritage languages: An introduction for Slavic-teaching professionals. The Learning and Teaching of Slavic Languages and Cultures, 375–403.

Vana, R. F. (2020). Learning with an Attitude⁈: Heritage and L2 Students’ Language Attitudes toward Spanish Language Varieties in the Advanced Mixed Class [Doctoral Dissertation]. Arizona State University.

Wilson, D. V., & Ibarra, C. E. (2015). Understanding the inheritors: The perception of beginning level students toward their Spanish as a Heritage Language program. EuroAmerican Journal of Applied Linguistics and Languages, 2(2), 85–101.

Wilson, D. V., & Martínez, R. (2011). Diversity in definition: Integrating history and student attitudes in understanding heritage learners of Spanish in New Mexico. Heritage Language Journal, 8(2), 270–288.

Abstract:

We explored the relationship between the locations of the new DLI programs and population changes between 2010 and 2020 in a large Midwestern US city. Results indicate that 63% of new DLI schools opened in neighborhoods with significantly increasing population of White households and decreasing Latinx households.

References: 

American Councils Research Center. (2021). Canvass of Dual Language Immersion (DLI) programs in the U.S public schools.  Retrieved from https://www.americancouncils.org/sites/default/files/documents/pages/2021-10/Canvass%20DLI%20-%20October%202021-2_ac.pdf

Cardona-Maguigad, A. (2020, October 12). More Than 70% Of CPS Bilingual Programs Fall Short. National Public Radio: WBEZ Chicago. https://www.wbez.org/stories/more-than-70-of-cps-bilingual-programs-fall-short/835b5876-98ea-4a4b-b082-3b92c298f8a6

Center for Applied Linguistics. (2016). Directory of two- way immersion programs in the U.S. Retrieved March 23, 2016 from http://www.cal.org/twi/directory.

Chicago Metropolitan Agency for Planning. (2021). 2020 Census Supplement: Chicago Community Areas [Data file]. Retrieved from https://datahub.cmap.illinois.gov/dataset/community-data-snapshots-raw-data/resource/0916f1de-ae37-4476-bf4e-6485ba08c975

Chicago Metropolitan Agency for Planning. (2015). 2010 Census Data Summarized to Chicago Community Area. Retrieved from https://datahub.cmap.illinois.gov/dataset/2010-census-data-summarized-to-chicago-community-areas/resource/b30b47bf-bb0d-46b6-853b-47270fb7f626

Chicago Public Schools. (2022). Budget (FY 2023). Retrieved from  https://www.cps.edu/about/finance/budget/budget-2023/

Chicago Public Schools. (2022). Demographics. Retrieved from https://www.cps.edu/about/district-data/demographics/

Chicago Public Schools. (2015-2022).  Press Releases.  Retrieved from https://www.cps.edu/press-releases/

García, O., Zakharia, Z. and Otcu, B. (2013). Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City. Bristol, UK: Multilingual Matters.

Potowski, K (2004). Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance. The Modern Language Journal, 88, 1, pp. 75-101.

Potowski, K (2013, April). No child left monolingual [Video}. TEDX  Conferences. https://hip.uic.edu/news-stories/kim-potowskis-tedx-talk-no-child-left-in-monolingual/

Thomas, W. P., & Collier, V. (1997). School Effectiveness for Language Minority Students. NCBE Resource Collection Series, No. 9. National Clearinghouse for Bilingual Education. Retrieved from https://eric.ed.gov/?id=ED436087

U.S. Census Bureau (2021). Quickfacts Chicago City Illinois. Retrieved from https://www.census.gov/quickfacts/chicagocityillinois

U.S. Census Bureau (2021). Quickfacts Illinois. Retrieved from https://www.census.gov/quickfacts/IL

USA Facts. (2021).  Our changing Population: Illinois. Retrieved from https://usafacts.org/data/topics/people-society/population-and-demographics/our-changing-population/state/illinois?endDate=2020-01-01&startDate=2010-01-01&gclid=CjwKCAjwqauVBhBGEiwAXOepkZhtyuquHrns3lbPtx1lAM1MmL5GGEaRCM6mIEIieIRBTzVdMLUsjRoC6RQQAvD_BwE