A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)

Autores/as

DOI:

https://doi.org/10.21283/2376905X.1.10.1.2742

Palabras clave:

Español como lengua de herencia, Ideologías lingüísticas, Pedagogía crítica, Recursos Educativos Abiertos (REA)

Resumen

Este artículo subraya la urgente necesidad de implantar pedagogías críticas y abiertas en la enseñanza de lenguas, especialmente en el aula de español como lengua de herencia. Los cursos de idiomas suelen ser obligatorios en la enseñanza secundaria y superior, y suelen emplear modelos pedagógicos tradicionales estructurados por tareas gramaticales y/o comunicativas. Este estudio introduce cómo surgió la enseñanza de lenguas de herencia como campo de estudio en Estados Unidos y ofrece una visión general de las pedagogías críticas y abiertas y su conexión con los recursos educativos abiertos (REA). Se presentan pedagogías críticas y abiertas específicas para la enseñanza del español como lengua de herencia (ELH), seguidas de una mirada crítica al material existente para la enseñanza del español. Como alternativa a este material, este artículo comparte un proyecto titulado “Descubriendo El Barrio” que aborda una práctica pedagógica innovadora y productiva llevada a cabo por una clase de ELH en Lehman College, CUNY. En este proyecto, los estudiantes de ELH se convirtieron en productores de materiales auténticos de enseñanza-aprendizaje para estudiantes de español como segunda lengua (L2).

Biografía

Inés Vañ´´o García, Saint Anselm College

Inés Vañó García (Ph.D., The Graduate Center, CUNY) es profesora asistente de español en el Departamento de Lenguas y Literaturas Modernas de Saint Anselm College (NH). Su investigación se enfoca en la historia política de la enseñanza del español en Estados Unidos. Su trabajo en Humanidades Digitales y Pedagogía Digital Abierta la ha llevado a participar en múltiples becas interdisciplinares como la Andrew W. Mellon CUNY Humanities Alliance y la New Storytelling: The Research Institute in Digital Ethnic Studies (University of Nebraska-Lincoln, NE). Forma parte del equipo editorial del Journal of Interactive Technology and Pedagogy (JITP).

Citas

Alonso, Carlos (2006). Spanish: The foreign national language. ADFL Bulletin, 37(2-3), 15-20. https://doi.org/10.1632/adfl.37.2.15

Alonso, Lara, & Villa, Laura (2020). Latinxs’ bilingualism at work in the US: Profit for whom?. Language, Culture and Society, 2(1), 37-65. https://doi.org/10.1075/lcs.19013.alo

American Council on the Teaching of Foreign Languages [ACTFL]. (2011). 21st century skills map. Retrieved from https://www.actfl.org/uploads/files/general/Documents/21st_Century_Skills_Map.pdf

Anya, Uju (2021). Critical race pedagogy for more effective and inclusive world language teaching. Applied Linguistics, 42(6), 1055-1069. https://doi.org/10.1093/applin/amab068

Aparicio, Frances R. (1997). La enseñanza del español y la pedagogía multicultural. In M. Cecilia Colombi & Francisco X. Alarcón (Eds.), La enseñanza del español a hispanohablantes: Praxis y teoría (pp. 222-231). Houghton Mifflin.

Apple, Michael, & Christian-Smith, Linda (1991). The politics of the textbook. Routledge. https://doi.org/10.4324/9781315021089-1

Arizpe, Víctor, & Aguirre, Benigno E. (1987). Mexican, Puerto Rican, and Cuban Ethnic Groups in First‐Year College‐Level Spanish Textbooks. The Modern Language Journal, 71(2), 125-137. https://doi.org/10.2307/327196

Baralt, Melissa, Clemons, Aris, Anya, Uju, & Gómez, Déborah (2022). Task-based Spanish language curriculum for Black language learners: An open-access resource for teachers. Funded by National Endowment for the Humanities. https://laccmibridge.fiu.edu/editors-toolkit/tasks-lesson-plans-and-materials/

Beaudrie, Sara (2015). Approaches to language variation: Goals and objectives of the Spanish heritage language syllabus. Heritage Language Journal, 12(1), 1-21. https://doi.org/10.46538/hlj.12.1.1

Beaudrie, Sara, Amezcua, Angelica, & Loza, Sergio (2021). Critical language awareness in the heritage language classroom: Design, implementation, and evaluation of a curricular intervention. International Multilingual Research Journal, 15(1), 61-81. https://doi.org/10.1080/19313152.2020.1753931

Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim (2014). Heritage Language Teaching in the United States: An Introduction. In Heritage language teaching: Research and practice (pp. 1-12). McGraw-Hill Education. https://doi.org/10.31819/9783865278944-005

Beaudrie, Sara, & Fairclough, Marta (2012). Spanish as a heritage language in the United States: The state of the field. Georgetown University Press.

Beaudrie, Sara, & Loza, Sergio (2021). Insights into SHL program direction: Student and program advocacy challenges in the face of ideological inequity. Language Awareness, 32(1), 39-57. https://doi.org/10.1080/09658416.2021.1949333

Beaudrie, Sara, & Vergara Wilson, Damián (2021). Reimagining the goals of HL pedagogy through Critical Language Awareness. In Sergio Loza & Sara Beaudrie (Eds.), Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy (pp. 63-79). Routledge. https://doi.org/10.4324/9781003148227-5

Blanco, José, & Donley, Phillip R. (2017). Aventuras (5th edition). Vista Higher Learning.

Bourdieu, Pierre (1991). Language and symbolic power. Harvard University Press.

Carreira, María (2017). The state of institutionalization of heritage languages in postsecondary language departments in the United States. In Olga. E. Kagan, Maria. M. Carreira, & Claire. H. Chik (Eds.), The Routledge handbook of heritage language education: From innovation to program building (pp. 347–362). Routledge.

Cubillos, Jorge H. (2014). Spanish textbooks in the U.S.: enduring traditions and emerging trends. Journal of Spanish Language Teaching, 1(2), 205-225. https://doi.org/10.1080/23247797.2014.970363

Del Valle, José (2014). The politics of normativity and globalization: Which Spanish in the classroom? The Modern Language Journal, 98(1), 358-372. https://doi.org/10.1111/j.1540-4781.2014.12066.x

Del Valle, José, & García, Ofelia (2013). Introduction to the making of Spanish: U.S. perspectives. In José del Valle (Ed.), A political history of Spanish: the making of a language (pp. 249-259). Cambridge University Press. https://doi.org/10.1017/cbo9780511794339.004

DeRosa, Robin, & Jhangiani, Rajiv (2017). Open Pedagogy. A guide to making open textbooks with students, The Rebus Community for Open Textbook Creation. https://press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/

DeRosa, Robin, & Robison, Scott (2017). From OER to open pedagogy: Harnessing the power of open. In Rajiv S. Jhangiani & Robert Biswas-Diener (Eds.), Open: the philosophy and practices that are revolutionizing education and science (pp. 115–124). Ubiquity Press. https://doi.org/10.5334/bbc.i

Fishman, Joshua (2001). 300-plus years of heritage language education. In Joy K. Peyton, Donald A. Ranard, & Scott McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 87-97). Language in education: Theory and practice (Vol. 96). Center for Applied Linguistics and Delta Systems Co, Inc. https://doi.org/10.21832/9781853598999-004

Freire, Paulo (1994). Pedagogy of the oppressed (revised). Continuum.

García, Ofelia (2005). Positioning heritage languages in the United States. The Modern Language Journal, 89(4), 6001-605.

García, Ofelia, & Mason, Leah (2008). Where in the world is U.S. Spanish? Creating a space of opportunity for U.S. Latinos. In Wayne Harbert, Sally McConnell-Ginet, Amanda Miller, & John Whitman (Eds.), Language and poverty (pp. 78-101). Multilingual Matters. https://doi.org/10.21832/9781847691200-008

García, Ofelia, & Otheguy, Ricardo (2015). Spanish and Hispanic bilingualism. In Manel Lacorte (Ed.), The Routledge Handbook of Hispanic Applied Linguistics (pp. 639-654). Routledge. https://doi.org/10.4324/9781315882727

Gutiérrez, John R. (1997). Teaching Spanish as a heritage language: A case for language awareness. ADFL Bulletin, 29, 33-36. https://doi.org/10.1632/adfl.29.1.33

Herman, Deborah (2007). It’s a small world after all: from sereotypes to invented worlds in secondary school Spanish textbooks. Critical Inquiry in Language Studies, 4(2-3), 2-3. https://doi.org/10.1080/15427580701389417

Holguín Mendoza, Claudia (2018). Critical language awareness (CLA) for Spanish heritage language programs: Implementing a complete curriculum. International Journal of Multilingualism (pp. 1-15). https://doi.org/10.1080/19313152.2017.1401445

Holguín Mendoza, Claudia (2021). Sociolinguistic justice and student agency in language education: Towards a model for critical sociocultural linguistics literacy. In Sergio Loza & Sara Beaudrie (Eds.), Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy (pp. 138-156). Routledge. https://doi.org/10.4324/9781003148227-10

Holguín Mendoza, Claudia, Davis, Robert, & Weise, Julie (2018). La pedagogía crítica y las ciencias sociales: Estrategias para empoderar a los estudiantes de español como lengua de herencia y de L2. Hispania, 101(3), 368-380. https://doi.org/10.1353/hpn.2018.0144

Holguín Mendoza, Claudia, Davis, Robert, Cabal Jiménez, Munia, Weise, Julie, & León Howarth, Kelley (n.d.). Empowering learners of Spanish. Español Abierto. Retrieved from https://sites.google.com/a/cas.uoregon.edu/els/home?authuser=0

Hortiguera, Hugo (2011). “They are a very festive people!” El Baile perpetuo: comida, arte popular y baile en los videos de enseñanza de español como lengua extranjera. Razón y palabra, 78, 40-67.

Kramsch, Claire (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249-252. https://doi.org/10.1111/j.1540-4781.2006.00395_3.x

Lacorte, Manel, & Magro, José (2021). Foundations for critical and antiracist Heritage Language Teaching. In Sergio Loza & Sara Beaudrie (Eds.), Heritage language teaching: Critical language awareness perspectives for research and pedagogy (pp. 23-43). Routledge. https://doi.org/10.4324/9781003148227-3

Leeman, Jennifer (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35-45. https://doi.org/10.1111/j.1944-9720.2005.tb02451.x

Leeman, Jennifer (2014). Critical approaches to teaching Spanish as a local-foreign language. In Manel Lacorte (Ed.), The handbook of hispanic applied linguistics (pp. 275-292). Routledge. https://doi.org/10.4324/9781315882727

Leeman, Jennifer (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In Kim Potowski (Ed.), Handbook of Spanish as a minority/heritage language (pp. 345–358). Routledge. https://doi.org/10.4324/9781315735139-22

Leeman, Jennifer, & Serafini, Ellen (2016). Sociolinguistics and heritage language education: A model for promoting critical translingual competence. In Marta Fairclough & Sara Beaudrie (Eds.), Innovative strategies for heritage language teaching (pp. 56-79). Georgetown University Press.

Leeman, Jennifer, & Martínez, Glenn (2007). From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4(1), 35-65. https://doi.org/10.1080/15427580701340741

Lippi-Green, Rosina (1997). English with an accent: Language, ideology, and discrimination in the United States. Routledge. https://doi.org/10.4324/9780203348802

Loza, Sergio, & Beaudrie, Sara (Eds.). (2022) Heritage language teaching: Critical language awareness perspectives for research and pedagogy. Routledge. https://doi.org/10.4324/9781003148227

Lozano, Rosina (2018). An American language: The history of Spanish in the United States (Vol. 49). University of California Press. https://doi.org/10.1525/california/9780520297067.001.0001

Martínez, Glenn (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1, 1-14. https://doi.org/10.46538/hlj.1.1.3

Martínez, Glenn (2016). Goals and beyond in heritage language education. In Martha Fairclough and Sara Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 39-55). Georgetown University Press.

Milroy, James, & Milroy, Lesley (1991). Authority in language. (3rd edition). Routledge. https://doi.org/10.4324/9780203124666

MLA Ad Hoc Committee on Foreign Languages (2007). Foreign languages and higher education: New structures for a changed world. https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-World

Otheguy, Ricardo, García, Ofelia, & Reid, Wallis (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307. https://doi.org/10.1515/applirev-2015-0014

Padilla, Lillie, & Vana, Rosti (2022). The “other” Latinx: The (non) existent representation of Afro-Latinx in Spanish language textbooks. Journal of Language, Identity & Education, 1-15. https://doi.org/10.1080/15348458.2021.2014845

Pardiñas-Barnes, Patricia (1998). Twentieth-century Spanish textbooks: A generational approach. Hispania, 81(2), 230-247. https://doi.org/10.2307/345012

Parra, María Luisa (2013). Expanding language and cultural competence in advanced heritage-and foreign-language learners through community engagement and work with the arts. Heritage Language Journal, 10(2), 253-280. https://doi.org/10.46538/hlj.10.2.7

Pascual y Cabo, Diego, & Prada, Josh (2016). Understanding the Spanish heritage language speaker/learner. Euro-American Journal of Applied Linguistics and Languages, 2(2), 1-10. https://doi.org/10.21283/2376905x.3.67

Pennycook, Alastair (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410600790

Pomerantz, Anne, & Schwartz, Adam (2011). Border talk: Narratives of Spanish language encounters in the U.S. Language and Intercultural Communication, 11, 176–196. https://doi.org/10.1080/14708477.2010.550923

Potowski, Kim (2016). Conversaciones escritas: Lectura y redacción en contexto. John Wiley and Sons.

Potowski, Kim, & Carreira, Maria (2004). Teacher development and national standards for Spanish as a heritage language. Foreign Language Annals, 37(3), 427-437. https://doi.org/10.1111/j.1944-9720.2004.tb02700.x

Ramírez, Arnulfo G., & Hall, Joan K. (1990). Language and culture in secondary level Spanish textbooks. The Modern Language Journal, 74(1), 48-65. https://doi.org/10.1111/j.1540-4781.1990.tb02553.x

Ricento, Thomas (2005). Problems with the ‘language‐as‐resource’ discourse in the promotion of heritage languages in the U.S.A. Journal of Sociolinguistics, 9(3), 348-368. https://doi.org/10.1111/j.1360-6441.2005.00296.x

Roca, Ana (1997). Retrospectives, advances, and current needs in the teaching of Spanish to United States Hispanic bilingual students. ADFL Bulletin, 29, 37-43. https://doi.org/10.1632/adfl.29.1.37

Rosen, Jody R., & Smale, Maura A. (2015). Open digital pedagogy = critical pedagogy. Hybrid Pedagogy. https://hybridpedagogy.org/open-digital-pedagogy-critical-pedagogy/

Schulz, Renate (1990). Bridging the gap between teaching and learning: A critical look at foreign language textbooks. Challenges in the 1990s for college foreign language programs (pp. 167-181). Heinle and Heinle Publishers.

Shaffer, Kris (2013). Open-source scholarship. Hybrid Pedagogy. https://hybridpedagogy.org/open-source-scholarship/

Stommel, Jesse (2014). Critical digital pedagogy: a definition. Hybrid Pedagogy.

https://hybridpedagogy.org/critical-digital-pedagogy-definition/

Teschner, Richard V. (1973). Spanish and Portuguese cease to be foreign: The 1972 AATSP Meeting. The Modern Language Journal, 57(3), 125-131. https://doi.org/10.2307/323930

Torres, Julio (2022). Modality matters! A look at task-based outcomes. In Melissa A. Bowles (Ed.), Outcomes of university Spanish heritage language instruction in the Unites States (pp. 19-37). Georgetown University Press.

Torres, Julio, & Baralt, Melissa (2021). El enfoque por tareas en el aprendizaje del español como lengua de herencia. In Diego Pascual y Cabo & Julio Torres (Eds.), Aproximaciones al estudio del español como lengua de herencia (pp. 81-96). Routledge. https://doi.org/10.4324/9780429443657-9

Valdés, Guadalupe (1981). Pedagogical implications of teaching Spanish to the Spanish-speaking in the United States. In Guadalupe Valdés, Anthony Lozano, & Rodolfo García-Moya (Eds.), Teaching Spanish to the Hispanic bilingual (pp. 3-20). Teachers College Press.

Valdés, Guadalupe (2000). Introduction. In Lynn Sandstedt (Ed.), AATSP professional development series handbook for teachers K–16: Vol. 1. Spanish for native speakers (pp. 1–20). Harcourt College.

Valdés, Guadalupe (2005). Bilingualism, Heritage Language Learners, and SLA research: Opportunities lost or seized? The Modern Language Journal, 89(3), 410–426. https://doi.org/10.1111/j.1540-4781.2005.00314.x

Van Deusen-Scholl, Nelieke (2003). Toward a definition of heritage language: Sociopolitical and pedagogical considerations. Journal of Language, Identity & Education, 2(3), 211-230. https://doi.org/10.1207/S15327701JLIE0203_4

Vañó García, Inés (2019). Spanish teaching open educational resources (OER): Opportunities and challenges. Building open infrastructure at CUNY. https://cuny.manifoldapp.org/projects/building-and-sustaining-infrastructure-for-open-educational-resources-and-open-pedagogy

Villa, Daniel (1996). Choosing a “standard” variety of Spanish for the instruction of native Spanish speakers in the U.S. Foreign Language Annals, 29, 191-200. https://doi.org/10.1111/j.1944-9720.1996.tb02326.x

Villa, Daniel (2002). The sanitizing of US Spanish in academia. Foreign Language Annals, 35(2), 222-230.

Villa, Daniel (2005). Aportaciones de la lingüística aplicada crítica al estudio del español de los EE. UU. In Luis Ortiz López & Manel Lacorte (Eds.), Contactos y contextos lingüísticos: El español en los estados Unidos y en contacto con otras lenguas (pp. 301-311). Iberoamericana. https://doi.org/10.31819/9783865278586-023

Wiley, Terrence G. (2005). The reemergence of heritage and community language policy in the U.S national spotlight. Modern Language Journal, 89(4), 594–601.

Wiley, Terrence G., & García, Ofelia (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48-63. https://doi.org/10.1111/modl.12303

Zaidi, Ali S. (2010). Essentialist stereotypes in textbooks on Hispanic Studies. Humanity & Society, 34(2), 157-168. https://doi.org/10.1177/016059761003400204

Publicado

2023-07-31

Cómo citar

Vañ´´o García, I. (2023). A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs). EuroAmerican Journal of Applied Linguistics and Languages, 10(1), 21–38. https://doi.org/10.21283/2376905X.1.10.1.2742

Número

Sección

Artículos de investigación

Categorías