High School Spanish Teachers' Attitudes and Practices Toward Spanish Heritage Language Learners

Abstract

Abstract This case study uses survey data to examine the attitudes and pedagogical practices of preservice and current high school Spanish teachers toward Spanish heritage language learners (HLLs). The research questions addressed were (1) the extent to which participants were aware of the challenges facing Spanish HLLs who are enrolled in traditional second language courses, (2) the pedagogical practices they implemented and/or recommended, and (3) the extent to which they perceived the need for Spanish heritage language programs at the high school level. Participants, though largely aware of issues facing HLLs, struggled with how best to support them in practice, and the majority noted a need for implementation of programs for Spanish as a heritage language. Also discussed is the importance of enhancing teaching methods programs and professional development opportunities for high school Spanish teachers to better serve HLLs.

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