Representation Matters: An Exploration of the Impact of Afro-Latinx Representation in an L2 Class

Abstract

Several studies emphasize that the limited representation of Afro-Latinx communities in Spanish language curricula affects students’ understanding of the diversity in Spanish-speaking societies. However, research has yet to evaluate the impact of a curricular intervention incorporating an Afro-Latinx module into an L2 Spanish language course. The present study addresses two research questions: (1) what the changes in knowledge after implementing an Afro-Latinx module in an L2 Spanish language course are, and (2) how the module impacts students’ understanding of language variation and diversity in Afro-descendant communities. Guided by Critical Race Theory, Critical Language Awareness, and Raciolinguistics, this mixed methods study analyzed pre- and post-tests alongside journal reflections completed by 50 college students. The findings demonstrated significant improvements in students’ knowledge, indicating a strong association between the intervention and the observed increase in knowledge regarding the representation of Afro-Latinx communities. It also deepened students’ understanding of language variation within Afro-descendant communities and illustrated the role of language in deconstructing social hierarchies and enabling collective memory, resistance, and empowerment.

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