Culturally Sustaining Pedagogy at Hispanic Serving Institutions: The Case for Centering Heritage Language Learners’ Experiences in Spanish Programs

Abstract

This article argues for the need to center Latine students’ experiences and language practices in Spanish programs at Hispanic Serving Institutions. We describe the work and possibilities of designing programs informed by Latine Studies perspectives as well by culturally and linguistically sustaining approaches to teaching Heritage Language Learners. Doing so, we contend, demands that we prioritize local knowledge and U.S. Spanishes and that we resist the whiteness and coloniality that predominates in many university language programs. We share our experiences designing such a program at an HSI with a student population that is 80% Latine, including our efforts to redesign curricula, placement, and programming. We hope that our work may serve as a model for others interested in centering the historical, linguistic, and cultural practices of Latine students and their communities.

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