Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs

Laura Gasca Jiménez · Sergio Adrada-Rafael

22 citations0/0 files storedLanguages

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Despite the prevalence of mixed language programs across the United States, their impact on the unique socio-affective needs of heritage language (HL) students has not been researched sufficiently. Therefore, the present study examines HL learners’ critical language awareness (CLA) in a mixed Spanish undergraduate program at a small private university in the eastern United States. Sixteen HL learners enrolled in different Spanish upper-level courses participated in the study. Respondents completed an existing questionnaire to measure CLA, which includes 19 Likert-type items addressing different areas, such as language variation, language ideologies, bilingualism, and language maintenance. Overall, the results show that learners in the mixed language program under study have “somewhat high” and “high” levels of CLA. The increased levels of CLA in learners who had completed three courses or more in the program, coupled with their strong motivation, suggests that this program contributes positively toward HL students’ CLA. However, respondents’ answers also reveal standard language ideologies, as well as the personal avoidance of code-switching. Based on these findings, two areas that could benefit from a wider representation in the curriculum of mixed language programs are discussed: language ideologies and plurilingual language practices.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 22 citations exist upstream.

References

2009Common European Framework of Reference for Languages: learning, teaching, assessment 2017Unsettling race and language: Toward a raciolinguistic perspective 1994Accent, standard language ideology, and discriminatory pretext in the courts 2016The Cambridge Handbook of Linguistic Multi-Competence 2019SLA and the Study of Equitable Multilingualism 2011The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development 2015Teachers’ beliefs about multilingualism and a multilingual pedagogical approach 2003Accessing Assets: Immigrant Youth's Work as Family Translators or "Para-Phrasers"

Cited by

2022Critical language awareness in teacher education: an experiment at the intersection of language, identity, and ideologies 2022For Critical Language Awareness and Against the “Exclusive-use-of-the-target-language” Myth: The Effects of Sociolinguistic Content in English in an Elementary Spanish Classroom 2022Critical Language Awareness in the Spanish as a Heritage Language College Classroom 2022Building Connections and Critical Language Awareness between Learning Communities Collaborating across Two Distant States

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.