Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

Autor/in	Goldoni, Federica
Titel	Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country
Quelle	In: L2 Journal, 14 (2022) 3, (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Study Abroad; Spanish Speaking; Native Language; Undergraduate Students; Hispanic American Students; Language Proficiency; Social Justice; Native Language Instruction; Identification (Psychology); Self Concept; First Generation College Students; Student Experience; Ecuador; United States + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Soziale Gerechtigkeit; Native language education; Muttersprachlicher Unterricht; Selbstkonzept; Studienerfahrung; USA
Abstract	The most recent "Open Doors" report by the Institute of International Education (IIE, 2020) indicates that the number of non-white U.S. study abroad students has been steadily growing over the past 10 years, and now it accounts for 31% of all students pursuing part of their education abroad. This study focuses on four Spanish heritage language learners (SHLLs) of Dominican, Mexican, Peruvian, and Colombian/Venezuelan descent with differing Spanish proficiency who enrolled in a short-term study abroad (SA) program for Spanish in Quito, Ecuador during May-June of 2017, 2018, or 2019. This SA program was sponsored by a four-year college in the southeastern U.S. This study included a closed-ended questionnaire, semi-structured interviews, (classroom) observations, e-portfolios, journals, and e-mails. A poststructuralist lens and Norton's theory of investment were employed to explore the identities of these four undergraduates, their social networks, language, and culture learning opportunities, and how these experiences shaped their individual development. Considerations will be offered in terms of how a social justice-oriented curriculum can be a powerful approach to support the emergence of heritage language identities abroad in socially situated contexts. Civically oriented SA programs have the potential to help SHLLs construct global identities, increase communication skills, and gain global understanding, compassion, and tolerance for social change. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01