Perceptions of Teachers and Spanish-English Speaking Adolescents on Bilingualism and Heritage Language Maintenance

Debra A. Giambo · Tünde Szécsi · Hasan Aydın

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

Abstract

This qualitative phenomenological study explores teachers’ and bilingual adolescents’ views about heritage language (HL) maintenance and bilingualism. Interviews with twelve teachers and twelve students revealed limited value for bilingualism. English dominance overshadowed the importance of bilingualism and HL maintenance. Findings reveal the lack of institutional support for HL and possibilities of cultural and linguistic decimation in Florida, where teacher certification requirements include the ESOL Endorsement. Recommendations for teachers, administrators, and teacher educators are provided.

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References

2014Constructing grounded theory 2002Qualitative research & evaluation methods 1994Phenomenological research methods 2013Qualitative inquiry & research design : choosing among five approaches 2008National Center for Education Statistics 1996Negotiating Identities: Education for Empowerment in a Diverse Society 1981The Role of Primary Language Development in Promoting Educational Success for Language Minority Students 2015Qualitative Data Analysis

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