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Experiences of Heritage Language Lea...

Carrillo, Pamela C.

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Experiences of Heritage Language Learners and Their Instructor in a Secondary Spanish II Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiences of Heritage Language Learners and Their Instructor in a Secondary Spanish II Class./
Author:	Carrillo, Pamela C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	126 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Multicultural education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30417829
ISBN:	9798379691240

Experiences of Heritage Language Learners and Their Instructor in a Secondary Spanish II Class.
Carrillo, Pamela C.

Experiences of Heritage Language Learners and Their Instructor in a Secondary Spanish II Class. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 126 p.

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--Texas A&M University - Corpus Christi, 2023.

This item must not be sold to any third party vendors.

This study was designed based on my own experience as a Spanish language student, a Spanish language teacher and inspired by my research for my Master's degree thesis. During the research period of my Master's degree thesis, I learned that students who have some degree of background in the language they are studying are called Heritage Language Learners (HLLs). HLLs are individuals who appear in foreign language classrooms, who are raised in homes where a non-English language is spoken, speak or merely understand the Heritage Language (HL), and are to some degree bilingual in English and the HL. My own experience as an HLL was important but I wanted to learn about the 21st century experiences of HLLs. I wanted to use their voices and perspectives to help educational systems better understand how to meet their needs. The purpose of this study was to explore and examine the experiences of seven Heritage Language Learners (HLLs) and their instructor in a second-year Spanish class. The study involved describing and explaining how the Spanish language fluency of HLLs affected the learner and the instructor. First, the study provided examples of how the prior experiences of the HLLs with the Spanish language affected the instructional methods of the Spanish language classroom teacher in a class of both HLLs and Second Language Learners (SLLs). Second, this study provided information that will assist teachers, educators, and policy makers in the development of courses designed specifically to meet the needs of the HLLs. Results from the study will be helpful to administrators and school boards in the planning of courses that assist with the preservation of the HL through programs for literacy, pedagogy, identity, linguistics, policy, language acquisition, and education. The qualitative methodological framework of Interpretivism guided this study. Culturally Sustaining Pedagogy (CSP) was used as the{A0}substantive theoretical framework. Since the goal of this study was to understand the HLLs and instructor's experiences in the classroom, an Interview Study approach was appropriate as the method. An interview method approach was used as the method for this study. The findings of this study, presented in Chapter 4, included information from the Focus Group Interviews, Teacher Interview and Classroom Observation presented as they were related to the research questions. Student and teacher participants revealed how: the Spanish language has helped build their family relationships; learning Spanish before enrolling in this class and differentiating between the Spanish they learned in school, learned from their families and the Spanish their friends' families speak; the fears they have of being judged and of being made fun of when speaking Spanish; and whether student placement in classes becomes segregated naturally, due to socio-economics or randomly.

ISBN: 9798379691240Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

Bilingual

Experiences of Heritage Language Learners and Their Instructor in a Secondary Spanish II Class.
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520 $a This study was designed based on my own experience as a Spanish language student, a Spanish language teacher and inspired by my research for my Master's degree thesis. During the research period of my Master's degree thesis, I learned that students who have some degree of background in the language they are studying are called Heritage Language Learners (HLLs). HLLs are individuals who appear in foreign language classrooms, who are raised in homes where a non-English language is spoken, speak or merely understand the Heritage Language (HL), and are to some degree bilingual in English and the HL. My own experience as an HLL was important but I wanted to learn about the 21st century experiences of HLLs. I wanted to use their voices and perspectives to help educational systems better understand how to meet their needs. The purpose of this study was to explore and examine the experiences of seven Heritage Language Learners (HLLs) and their instructor in a second-year Spanish class. The study involved describing and explaining how the Spanish language fluency of HLLs affected the learner and the instructor. First, the study provided examples of how the prior experiences of the HLLs with the Spanish language affected the instructional methods of the Spanish language classroom teacher in a class of both HLLs and Second Language Learners (SLLs). Second, this study provided information that will assist teachers, educators, and policy makers in the development of courses designed specifically to meet the needs of the HLLs. Results from the study will be helpful to administrators and school boards in the planning of courses that assist with the preservation of the HL through programs for literacy, pedagogy, identity, linguistics, policy, language acquisition, and education. The qualitative methodological framework of Interpretivism guided this study. Culturally Sustaining Pedagogy (CSP) was used as the{A0}substantive theoretical framework. Since the goal of this study was to understand the HLLs and instructor's experiences in the classroom, an Interview Study approach was appropriate as the method. An interview method approach was used as the method for this study. The findings of this study, presented in Chapter 4, included information from the Focus Group Interviews, Teacher Interview and Classroom Observation presented as they were related to the research questions. Student and teacher participants revealed how: the Spanish language has helped build their family relationships; learning Spanish before enrolling in this class and differentiating between the Spanish they learned in school, learned from their families and the Spanish their friends' families speak; the fears they have of being judged and of being made fun of when speaking Spanish; and whether student placement in classes becomes segregated naturally, due to socio-economics or randomly.
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