Hispanic Studies Review, Vol. 2, No. 1, 2017.

Nuevas perspectivas hacia la enseñanza, preservación y mantenimiento del español como una lengua de herencia en los Estados Unidos
Por Claudia Holguín Mendoza, University of Oregon, Julia Oliver Raján, University of Iowa, y Damián Vergara Wilson, University of New Mexico.
Hispanic Studies Review – Vol. 2, No. 1 (2017): 1-9

Introducción
En los últimos años los investigadores y expertos en el campo de estudio del español como lengua de herencia en el ámbito de la educación superior en los Estados Unidos han contribuido sustancialmente a la comprensión de las características lingüísticas y de adquisición, así como al discernimiento de los retos en el ámbito educativo (e.g. Beaudrie y Fairclough, 2012; Ducar, Beaudrie, y Potowski, 2014; Carreira, 2004; Colombi, 2009; Colombi y Alarcón, 1997; Leeman y Serafini, 2016; Lozano y García-Moya, 1981; Merino, Trueba y Samaniego, 1993; Potowski, 2005; Valdés, 1997, 2006). Sin embargo, aún existen muchos tópicos por explorar, particularmente en relación a propuestas que establezcan mayores vínculos entre los resultados de las investigaciones en diferentes áreas de la lingüística aplicada, la pedagogía, y la implementación curricular del español como lengua de herencia (ELH) en los Estados Unidos. Asimismo, este campo de estudio ha adquirido mayor relevancia debido al aumento de estudiantes de educación superior quienes han crecido hablando español en sus hogares y comunidades en los Estados Unidos (Carreira y Beeman, 2014). Cerca de treinta y nueve millones de los habitantes de este país con más de 5 años hablan español en el hogar, de los cuales más de la mitad hablan inglés y español (EE.UU. Censo, 2014). No obstante, todavía no estamos lo suficientemente preparados en lo que se refiere a la implementación de pedagogías, entrenamiento de maestros, y creación de materiales que atiendan a las características sociolingüísticas de los estudiantes de español como lengua heredada. Parte de la gran necesidad que existe en la actualidad para crear estos vínculos entre los resultados de los estudios y los desarrollos curriculares se ve reflejada en la creciente demanda que hay de espacios en los que se discutan estos temas. En este volumen hemos querido contribuir con una recapitulación de algunos de los temas más apremiantes para el desarrollo del campo de estudio del ELH y de la implementación de estos estudios en el desarrollo curricular.

Spanish heritage speakers and university-led service learning: Promoting student agency, identity work, and reflection
By María Ciriza, Texas Christian University, Marco Shappeck, University of North Texas at Dallas, and Steven Arxer, University of North Texas at Dallas.
Hispanic Studies Review -Vol. 2, No. 1 (2017): 10-27

Abstract
When institutions of higher education apply a practicum-oriented pedagogical approach to credit bearing coursework, they frequently focus on community service learning or other iterations of volunteerism. Service learning courses often times overlook the disparate socio-political inequalities of the two participating groups. The service learning project we developed with our Spanish heritage speakers who taught Adult ESL at a local public library draws on three relevant lines of inquiry: critical language teaching, language socialization, and action research pedagogy. We review the research that informed our curricular decisions and describe some of the activities that evoked reflective dialogue with Spanish heritage speakers as we worked collaboratively on managing the ESL program at the library.

My Spanish is a Jumble: An examination of Language Ideologies in Teachers with Low-Prestige Dialects
By Trudie Clark McEvoy, Indiana University-Perdue University Indianapolis.
Hispanic Studies Review – Vol. 2, No. 1 (2017): 28-44

Abstract
An investigation of the Spanish language ideologies of teachers in a dual immersion setting is the focus of this paper. Teachers with low-prestige dialects, specifically heritage U.S. Spanish varieties and Puerto Rican Spanish varieties, were selected for this qualitative study because they are underrepresented, and are as much a promised solution to language hegemony as they are disparaged by it. An analysis of stance, in data taken by teacher interviews, elucidates two language ideologies, namely: the dialect hierarchy ideology and ethnicity gatekeeping ideology. Statements made by these teachers regarding their own and others’ language use indicate that the representation of speakers of low-prestige dialects in education is desperately needed, but insufficient. Although individuals create and reproduce language ideologies, a given individual cannot be held responsible for changing institutionalized language ideologies. A shift that validates low-prestige varieties in dual immersion and heritage education requires further support for teachers and students who speak low-prestige varieties.

MetaKnowledge and Metalinguistic Strategies in the Spanish for Heritage Learners Classroom: A Curriculum Redesign
By Flavia Belpoliti, Texas A&M University-Commerce, and Elisa Gironzetti, Texas A&M University-Commerce.
Hispanic Studies Review – Vol. 2, No. 1 (2017): 45-72

Abstract
This article focuses on the curriculum redesign of a Spanish for Heritage Language Learners course sequence, and presents the results of two complementary studies: a) a pilot study on metaknowledge and management of strategies in the linguistic, socio-affective, and cognitive dimensions (Oxford, 2011; White et al., 2007; Wenden, 1998) among Spanish Heritage Language Learners (henceforth SHLLs); and b) the analysis of SHLLs’ written production during the curriculum implementation. The redesign of the program was built taking into account students’ previous knowledge and experiences, and aimed at: (1) advancing literacy in Spanish, (2) increasing management of academic registers, and (3) providing the foundation to develop and expand self-regulatory strategies for continuous language learning (Wenden, 1998; Van Lier, 2008; Duff, 2012). The new curriculum incorporated a modular organization that integrates linguistic, editing, and strategy-based activities along with cultural inquiry on main issues affecting Hispanic communities. The analysis of written samples validates the effectiveness of this metacognitive modular approach to teaching SHLLs.

Spanish Oral Language Proficiency Assessments and Two-way Immersion Heritage Language Learners: Multimodal Language Analysis
By Christina Karahisarlidis, New York University, and Amy Young, New York University.
Hispanic Studies Review – Vol. 2, No. 1 (2017): 73-85

Abstract
The purpose of this study is to examine how multimodal scaffolds can assist in increasing Spanish oral language proficiency in two-way immersion heritage language learners. Spanish heritage language students in two-way immersion programs have varying access to Spanish outside of school leading to a range of proficiency levels despite participation in the two-way immersion program. This study presents students’ language samples elicited using a Student Oral Language Assessment (SOPA) (Thompson, Boyson & Rhodes, 2006) from the Center for Applied Linguistics (CAL). The assessment entailed a series of language production tasks with the intention of allowing students to produce their highest levels of proficiency (Thompson, et al., 2006). All assessments were recorded using video and audio and then the recordings were transcribed and analyzed using Systemic Analysis of Language Transcripts (SALT) (Miller et al., 2011). The tactile, visual, and kinaesthetic nature of tasks during the study elicited different types of communicative strategies from the students suggesting that the use of multimodality in the classroom can foster language growth among linguistically diverse heritage language learners.

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