Carmin Quijano

Varios estudios del discurso señalan que las minorías son representadas negativamente en las noticias, especialmente cuando estas desafían el poder de los grupos dominantes, quienes controlan los medios de comunicación. Los estudiantes y sus movimientos se han caracterizado históricamente por criticar y desafiar a los grupos de poder. Esto nos llevó a cuestionarnos cómo la prensa escrita puertorriqueña construyó la imagen de los estudiantes que participaron en la huelga de la Universidad de Puerto Rico de 2010.

Para contestar esta pregunta, utilizamos el análisis macroestructural semántico propuesto por Teun van Dijk (1988) para examinar una muestra de 25 noticias sobre la huelga estudiantil que tomamos de los periódicos El Vocero, Primera Hora y El Nuevo Día. Mediante este análisis obtuvimos 25 macroproposiciones globales o temas centrales. Estos temas nos ayudaron a descubrir que la prensa puertorriqueña describió a los estudiantes como minorías, problemáticos y criminales. Esto nos llevó a concluir que la prensa no es objetiva ni imparcial, sino que en la producción del discurso mediático se reproduce la ideología de la clase dominante.

Although Spanish is a local language in the USA, US Spanish varieties are mostly absent from the language classroom. This practice perpetuates monoglossic language ideologies, which are limiting and detrimental to language learners (García and Sylvan 2011). Conversely, critical approaches take into account the sociohistorical context (Leeman and Serafini 2016) and students' backgrounds to help learners "gain critical understanding of how language is intertwined with social and political structures" (Leeman, Rabin, and Roman-Mendoza 2011b: 481), which may allow students to develop critical language awareness (Fairclough 1992) to identify the production and reproduction of hegemonic language ideologies, and to resist their domination. This project adopts a critical approach to the teaching of Spanish at the college level while incorporating local Spanish and students' backgrounds into the classroom. The study focuses on a first semester Spanish course where the majority of students are language-minoritized multilinguals and racialized learners with connections to the Latinx community. A small number of students are also Latinxs. Through questionnaires, journals, and semi-structured interviews at the beginning and end of the semester, we describe three case studies to examine how the introduction of a critical approach helps students negotiate their language ideologies, capital, and identities while being engaged in the language learning process. The project draws from research on Norton's identity work (Norton 2000, 2013), language ideologies (Kroskrity 2000, 2004), and Darvin and Norton's (2015) framework to investigate how ideology, identity, and capital intersect and impact learners' investment in the practices and learning of Spanish and their additional languages. Keywords: critical pedagogy w identity w ideologies w investment w language minorities LADO & QUİJANO w Ideologies, Identity, Capital, and Investment Critical Multilingualism Studies | 8:1 136

Although Spanish is a local language in the USA, US Spanish varieties are mostly absent from the language classroom. This practice perpetuates monoglossic language ideologies, which are limiting and detrimental to language learners (García and Sylvan 2011). Conversely, critical approaches take into account the sociohistorical context (Leeman and Serafini 2016) and students' backgrounds to help learners "gain critical understanding of how language is intertwined with social and political structures" (Leeman, Rabin, and Roman-Mendoza 2011b: 481), which may allow students to develop critical language awareness (Fairclough 1992) to identify the production and reproduction of hegemonic language ideologies, and to resist their domination. This project adopts a critical approach to the teaching of Spanish at the college level while incorporating local Spanish and students' backgrounds into the classroom. The study focuses on a first semester Spanish course where the majority of students are language-minoritized multilinguals and racialized learners with connections to the Latinx community. A small number of students are also Latinxs. Through questionnaires, journals, and semi-structured interviews at the beginning and end of the semester, we describe three case studies to examine how the introduction of a critical approach helps students negotiate their language ideologies, capital, and identities while being engaged in the language learning process. The project draws from research on Norton's identity work (Norton 2000, 2013), language ideologies (Kroskrity 2000, 2004), and Darvin and Norton's (2015) framework to investigate how ideology, identity, and capital intersect and impact learners' investment in the practices and learning of Spanish and their additional languages. Keywords: critical pedagogy w identity w ideologies w investment w language minorities LADO & QUİJANO w Ideologies, Identity, Capital, and Investment Critical Multilingualism Studies | 8:1 136