When a heritage speaker wants to be a Spanish teacher: Educational experiences and challenges

Abstract

This study explored the experiences of eight Latina heritage speakers (HSs) who were enrolled in world language teacher preparation programs at two higher education institutions. Using data from interviews, classroom observations, and other documents, the qualitative multiple‐case study investigated their educational experiences and the challenges involved in attaining initial Spanish teacher certification. Four themes emerged: motivation to become a world language teacher, language awareness, developing professional and pedagogical knowledge, and issues related to the academic program. Recommendations for world language teacher preparation are offered.

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