Learning and Not Learning in the Heritage Language Classroom
Engaging Mexican-Origin Students
Seiten
2020
Multilingual Matters (Verlag)
978-1-78892-762-8 (ISBN)
Multilingual Matters (Verlag)
978-1-78892-762-8 (ISBN)
This book examines the first year of a charter high school and presents a case-study of compulsory Spanish heritage language instruction with both a dominant and non-dominant Spanish teacher. The study also follows the same students to their humanities-English class, bringing into focus what works and what does not with this group of learners.
Learning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes.
Learning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes.
Kimberly Adilia Helmer is a Teaching Professor in the Writing Program at the University of California Santa Cruz, USA. Her research interests include Latino/a student engagement in learning and the pedagogies that support that learning; multilingual writers and writing; and English for Academic Purposes.
Chapter 1. Beginnings and Endings
Chapter 2. From Cecilia Paulson to Downtown High School, Research Questions, Methodology and Theoretical Frameworks, (Fall 2004)
Chapter 3. Hablais Como Pachucos
Chapter 4. It’s Not Real; it’s Just Spanish Class
Chapter 5. The Tao of Teaching
Chapter 6. Place and Project-Based Spanish Heritage Language Teaching and Learning
Chapter 7. Then and Now
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Reihe/Serie | Bilingual Education & Bilingualism |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 408 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-78892-762-1 / 1788927621 |
| ISBN-13 | 978-1-78892-762-8 / 9781788927628 |
| Zustand | Neuware |
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