Comunicación, traducción pedagógica y humanidades digitales en la enseñanza del español como LE/L2/LH, 2023
A pesar de la tradicional oposición al empleo de la traducción en las clases de segundas lenguas,... more A pesar de la tradicional oposición al empleo de la traducción en las clases de segundas lenguas, en las últimas décadas se ha observado una importante revisión y revitalización en el uso de prácticas traductológicas para la enseñanza-aprendizaje de lenguas (Pintado-Gutiérrez, 2012; Laviosa, 2014; Colina & Lafford, 2017). El objetivo principal de este estudio es comprender de qué forma las prácticas de traducción pedagógica (PTP) se perciben, evalúan e integran en la enseñanza y en el aprendizaje del español en los Estados Unidos, considerando las perspectivas de instructores y aprendientes.
EuroAmerican Journal of Applied Linguistics and Languages, Aug 31, 2018
Esta reseña describe los tres componentes centrales del proyecto editorial Lingüística hispánica ... more Esta reseña describe los tres componentes centrales del proyecto editorial Lingüística hispánica actual, que incluye el libro de texto Introducción a la Lingüística Hispánica Actual: Teoría y Práctica(Muñoz-Basols, Moreno, Taboada, & Lacorte, 2017), la guía didáctica Lingüística Hispánica Actual: Guía Didáctica y Materiales de Apoyo (Muñoz-Basols y Lacorte, 2018), y el Portal de lingüística hispánica / Hispanic Linguistics Portal www.hispaniclinguistics.com (Muñoz-Basols, dir., 2017). Los tres componentes se integran para presentar de manera práctica, dinámica y actual los temas centrales de la lingüística hispánica actual y sus áreas disciplinares asociadas.
1- Reflexiones sobre la literatura. Juan José Saer. "El concepto de ficción". Buenos Ai... more 1- Reflexiones sobre la literatura. Juan José Saer. "El concepto de ficción". Buenos Aires, Ariel, 1997. 300 págs. 2- Otra lectura de literatura y sociedad. Carlos Altamirano y Beatriz Sarlo. "Ensayos Argentinos. De Sarmiento a la Vanguardia". Buenos Aires, Ariel, 1997. 288 págs. 3- Nuevos colores para un viejo rouge. El armazón de la literatura sobre las tablas: Boquitas Pintadas de Manuel Puig. Temporada teatral 1997. Teatro Gral. San Martín. Boquitas Pintadas una versión. Idea, adaptación y dirección de Renata Schussheim y Oscar Araiz
This brief manual (“Cuadernillo”) introduces considerations about Spanish orthography and teachin... more This brief manual (“Cuadernillo”) introduces considerations about Spanish orthography and teaching heritage learners, to broaden the conversation among language instructors. The “Cuadernillo” was developed as support material for two workshop presentations we conducted in 2019 (“Surviving Orthography in the SHL Classroom“ at the 6th National Symposium of Spanish as a Heritage Language, and “Orthography as a Thermometer in the SHL Classroom” at the 2nd TeCHS – COERLL Summer Workshop). Since then, we have updated some of the activities and references to provide an ample set of resources for instructors teaching Spanish as a Heritage Language. We hope the information and particularly the discussion questions will serve to better understand the role that orthography plays in developing a heritage language, the social considerations related to ‘accurate writing’, and the multiple ways in which orthography can be integrated into the Spanish classroom.
COERLL Summer Workshop: From Conception to Implementation. Creating and Sustaining a Heritage Spa... more COERLL Summer Workshop: From Conception to Implementation. Creating and Sustaining a Heritage Spanish Language Program. University of Texas at Austin, June 7-8, 2018. This workshop focusses on main themes that are shaping the teaching Spanish as a Heritage Language (SHL) profession, seeking to understand both challenges and achievements currently shaping our discipline. A second goal of this presentation is to open the discussion to individual issues regarding professional development and institutional support among participants. The main topics move from broad perspectives to a specific proposal for individual professional growth, as follow: a) the changing landscape of Spanish language teaching in the US, with particular interest in SHL; b) evolving SHL education goals and the role of teachers in achieving them; c) working models for the preparation of Spanish HL teachers; and finally d) promotion of continuous professionalization by integrating resources in a self-reflection model. At the end of this presentation, participants will better understand the changes in the Spanish HL teaching profession and the need to evolve traditional models for language teacher preparation. They will also understand current proposals for the professional preparation of Spanish instructors based on the revised goals of SHL education (Martínez 2016; Lacorte 2016).
ABSTRACTObjectiveToxoplasma gondii is a worldwide protozoan parasite that could infect virtually ... more ABSTRACTObjectiveToxoplasma gondii is a worldwide protozoan parasite that could infect virtually all warm-blooded animals, including humans. Our study aimed to investigate the prevalence of T. gondii infection in college students at Anhui province, China. Moreover, growing studies demonstrated the association between T. gondii infection and host behavioral changes. We also studied the linkage between T. gondii and scores of college students.Methods2704 serum samples of medical school students attending physical education lessons were collected from September 2017 to September 2019 and evaluated for T. gondii IgG antibodies using an enzyme-linked immunosorbent assay (ELISA). We also analysed PE scores of T. gondii infected students and T. gondii uninfected students.ResultsThe overall seroprevalence of T. gondii was 11.5%. The main risk factors related to T. gondii infections were cat in the household and gardening or agriculture activity. Furthermore, in basketball group and football...
EuroAmerican Journal of Applied Linguistics and Languages, 2015
EN This paper presents a case study on the redesign of a Spanish for High Beginners (SHB) course ... more EN This paper presents a case study on the redesign of a Spanish for High Beginners (SHB) course at a large metropolitan university in Texas, USA. The first section presents a discussion on the diverse nature of students who can benefit from an intensive first-year Spanish course and the challenges that these learners' mixed abilities pose for instruction. The second section describes the redesign process of the SHB course, including placement procedures, the Spanish Language Program sequence, and changes in the syllabus to integrate communicative and transcultural competences by implementing a combination of focused instruction, collaborative learning and task-based approaches. The last section introduces a short presentation of four activities implemented in the redesigned course, which provide paths for future development of advanced beginners' integrative tasks. The final section focuses on the results of an exit survey measuring students' perceptions of the course. The successful implementation of changes and its outcomes demonstrate that this course could be a relevant solution for Spanish programs at tertiary institutions with diverse populations, helping to solve challenges of placement, articulation, and time-to-graduation effectiveness.
Comunicación, traducción pedagógica y humanidades digitales en la enseñanza del español como LE/L2/LH, 2023
A pesar de la tradicional oposición al empleo de la traducción en las clases de segundas lenguas,... more A pesar de la tradicional oposición al empleo de la traducción en las clases de segundas lenguas, en las últimas décadas se ha observado una importante revisión y revitalización en el uso de prácticas traductológicas para la enseñanza-aprendizaje de lenguas (Pintado-Gutiérrez, 2012; Laviosa, 2014; Colina & Lafford, 2017). El objetivo principal de este estudio es comprender de qué forma las prácticas de traducción pedagógica (PTP) se perciben, evalúan e integran en la enseñanza y en el aprendizaje del español en los Estados Unidos, considerando las perspectivas de instructores y aprendientes.
EuroAmerican Journal of Applied Linguistics and Languages, Aug 31, 2018
Esta reseña describe los tres componentes centrales del proyecto editorial Lingüística hispánica ... more Esta reseña describe los tres componentes centrales del proyecto editorial Lingüística hispánica actual, que incluye el libro de texto Introducción a la Lingüística Hispánica Actual: Teoría y Práctica(Muñoz-Basols, Moreno, Taboada, & Lacorte, 2017), la guía didáctica Lingüística Hispánica Actual: Guía Didáctica y Materiales de Apoyo (Muñoz-Basols y Lacorte, 2018), y el Portal de lingüística hispánica / Hispanic Linguistics Portal www.hispaniclinguistics.com (Muñoz-Basols, dir., 2017). Los tres componentes se integran para presentar de manera práctica, dinámica y actual los temas centrales de la lingüística hispánica actual y sus áreas disciplinares asociadas.
1- Reflexiones sobre la literatura. Juan José Saer. "El concepto de ficción". Buenos Ai... more 1- Reflexiones sobre la literatura. Juan José Saer. "El concepto de ficción". Buenos Aires, Ariel, 1997. 300 págs. 2- Otra lectura de literatura y sociedad. Carlos Altamirano y Beatriz Sarlo. "Ensayos Argentinos. De Sarmiento a la Vanguardia". Buenos Aires, Ariel, 1997. 288 págs. 3- Nuevos colores para un viejo rouge. El armazón de la literatura sobre las tablas: Boquitas Pintadas de Manuel Puig. Temporada teatral 1997. Teatro Gral. San Martín. Boquitas Pintadas una versión. Idea, adaptación y dirección de Renata Schussheim y Oscar Araiz
This brief manual (“Cuadernillo”) introduces considerations about Spanish orthography and teachin... more This brief manual (“Cuadernillo”) introduces considerations about Spanish orthography and teaching heritage learners, to broaden the conversation among language instructors. The “Cuadernillo” was developed as support material for two workshop presentations we conducted in 2019 (“Surviving Orthography in the SHL Classroom“ at the 6th National Symposium of Spanish as a Heritage Language, and “Orthography as a Thermometer in the SHL Classroom” at the 2nd TeCHS – COERLL Summer Workshop). Since then, we have updated some of the activities and references to provide an ample set of resources for instructors teaching Spanish as a Heritage Language. We hope the information and particularly the discussion questions will serve to better understand the role that orthography plays in developing a heritage language, the social considerations related to ‘accurate writing’, and the multiple ways in which orthography can be integrated into the Spanish classroom.
COERLL Summer Workshop: From Conception to Implementation. Creating and Sustaining a Heritage Spa... more COERLL Summer Workshop: From Conception to Implementation. Creating and Sustaining a Heritage Spanish Language Program. University of Texas at Austin, June 7-8, 2018. This workshop focusses on main themes that are shaping the teaching Spanish as a Heritage Language (SHL) profession, seeking to understand both challenges and achievements currently shaping our discipline. A second goal of this presentation is to open the discussion to individual issues regarding professional development and institutional support among participants. The main topics move from broad perspectives to a specific proposal for individual professional growth, as follow: a) the changing landscape of Spanish language teaching in the US, with particular interest in SHL; b) evolving SHL education goals and the role of teachers in achieving them; c) working models for the preparation of Spanish HL teachers; and finally d) promotion of continuous professionalization by integrating resources in a self-reflection model. At the end of this presentation, participants will better understand the changes in the Spanish HL teaching profession and the need to evolve traditional models for language teacher preparation. They will also understand current proposals for the professional preparation of Spanish instructors based on the revised goals of SHL education (Martínez 2016; Lacorte 2016).
ABSTRACTObjectiveToxoplasma gondii is a worldwide protozoan parasite that could infect virtually ... more ABSTRACTObjectiveToxoplasma gondii is a worldwide protozoan parasite that could infect virtually all warm-blooded animals, including humans. Our study aimed to investigate the prevalence of T. gondii infection in college students at Anhui province, China. Moreover, growing studies demonstrated the association between T. gondii infection and host behavioral changes. We also studied the linkage between T. gondii and scores of college students.Methods2704 serum samples of medical school students attending physical education lessons were collected from September 2017 to September 2019 and evaluated for T. gondii IgG antibodies using an enzyme-linked immunosorbent assay (ELISA). We also analysed PE scores of T. gondii infected students and T. gondii uninfected students.ResultsThe overall seroprevalence of T. gondii was 11.5%. The main risk factors related to T. gondii infections were cat in the household and gardening or agriculture activity. Furthermore, in basketball group and football...
EuroAmerican Journal of Applied Linguistics and Languages, 2015
EN This paper presents a case study on the redesign of a Spanish for High Beginners (SHB) course ... more EN This paper presents a case study on the redesign of a Spanish for High Beginners (SHB) course at a large metropolitan university in Texas, USA. The first section presents a discussion on the diverse nature of students who can benefit from an intensive first-year Spanish course and the challenges that these learners' mixed abilities pose for instruction. The second section describes the redesign process of the SHB course, including placement procedures, the Spanish Language Program sequence, and changes in the syllabus to integrate communicative and transcultural competences by implementing a combination of focused instruction, collaborative learning and task-based approaches. The last section introduces a short presentation of four activities implemented in the redesigned course, which provide paths for future development of advanced beginners' integrative tasks. The final section focuses on the results of an exit survey measuring students' perceptions of the course. The successful implementation of changes and its outcomes demonstrate that this course could be a relevant solution for Spanish programs at tertiary institutions with diverse populations, helping to solve challenges of placement, articulation, and time-to-graduation effectiveness.
This presentation focuses on a needs-analysis study conducted with 34 in-service teachers who are... more This presentation focuses on a needs-analysis study conducted with 34 in-service teachers who are currently teaching Spanish to Hispanic students in North Texas, with the goal of better understanding the interaction among backgrounds, perspectives and teaching practices. The study combined data from several sources: two questionnaires, interviews, and discussion-board postings related to Spanish as a Heritage Language Pedagogy. The analysis details specific challenges and needs in training, resource access, and institutional support.
This article presents the results of a study focused on the management of the speech act of givin... more This article presents the results of a study focused on the management of the speech act of giving advice and its linguistic realizations by Spanish second-language learners and heritage learners enrolled in two advanced courses of Professional Spanish. We analyzed how two groups of students gave advice in three discourse completion tasks with different scenarios. Results indicate that both groups relied on a few basic structures with limited consideration of the proposed contexts, and highlight the need for a pragmalinguistic approach in Spanish for Health Care courses. Based on this, we propose a pedagogical approach that emphasizes the role of critical reflection, increases language competence beyond medical terminology, and focuses on understanding of cultural parameters guiding health care interactions.
The COVID-19 Pandemic: Photo-essays in SHL classroom, 2020
This presentation introduces the implementation of principles of project-based language learning ... more This presentation introduces the implementation of principles of project-based language learning [PBLL] in a college-level Spanish for Heritage Learners program. The presentation focusses on the design, implementation and outcomes of a multimodal project: the personal photo-essay.
Heritage Language Education (HLE) has continues to growth and flourish in the last decades, comin... more Heritage Language Education (HLE) has continues to growth and flourish in the last decades, coming of age in a historical moment that embraces validation, inclusion, and empowerment. As language teachers, HLE expansion and support have offered us a greater understanding of the socio-affective considerations, language abilities, transcultural competence, as well as attitudes and perspectives that heritage learners bring to our classrooms. Research in the past decades has also provided us innovative pedagogical approaches, new perspectives in language teaching and learning, and broader goals for our students. The main goal of this workshop is revise main trends in the HLE field, and their impact in our teaching practice, as well as to provide resources to build and implement transformative action-plans for experienced and new teachers working with Spanish heritage learners.
This presentation revises 2018 data on the Hispanic population in the US, and revises current def... more This presentation revises 2018 data on the Hispanic population in the US, and revises current definitions and profiles of Spanish Heritage Learners.
According to the Census Bureau, the Hispanic population in the United States reached 56.5 million... more According to the Census Bureau, the Hispanic population in the United States reached 56.5 million in 2015, making Hispanics the nation’s largest minority (17%) and ranking second worldwide in size. About 60% of the Hispanic population was U.S. born, and 73% spoke Spanish at home (Krogstad & Lopez, 2017). As a result, the growth of Spanish Heritage Learners in schools across the country has greatly increased in the past decades, representing 25% of students in K-12 public schools and 16% at higher education institutions (Santiago et al., 2015). This increment has also affected the number of Spanish programs and courses offered at all educational levels, while at the same time has created particular challenges for instructors who have been trained to work in Spanish as an L2 or in bilingual education contexts (Potowski & Carreira, 2004; Cho, 2014; Lacorte, 2016). This study aims at providing a better understanding of SHL instructors’ profiles, including personal, academic and professional backgrounds, and their experiences when teaching Spanish to SHL students in diverse educational contexts. Two main broad questions guided the study: What are the characteristics and professional training that SHL instructors bring to their classrooms? And, how can their professional development and teaching practice be impacted by the current SHL pedagogical models? Two different data sets have been collected and analyzed in order to answer the research questions: a) a synthesis of the main pedagogical trends in the SHL field during the last 17 years and b), the results of a large-scale survey of SHL teachers’ profiles and experiences. The results highlight the complex diversity of SHL instructors’ profiles and experiences in the US, and the various contexts in which they work with SHL students. This complex picture provides a better understanding of SHL instructors’ challenges and needs, and discuss how current trends in SHL pedagogy can be incorporated into Spanish instructor preparation, and subsequent professional development, considering specific needs in training, resource access, and institutional support.
This paper analyzes the development of metaknowledge in linguistic, sociocultural, and cognitive ... more This paper analyzes the development of metaknowledge in linguistic, sociocultural, and cognitive dimensions of Spanish Heritage Learners after two semesters of instruction. The curriculum integrated a modular approach to develop metalinguistic awareness, rhetorical sensibility and expansion of meta‐strategies. Analysis of students’ production indicates areas of metaknowledge and language gains, supporting this implementation.
Esta ponencia presenta los resultados de una encuesta nacional sobre el perfil docente de los ins... more Esta ponencia presenta los resultados de una encuesta nacional sobre el perfil docente de los instructores de español como lengua de herencia (ELH) en los Estados Unidos. Los datos recolectados permiten comprender quiénes son los instructores de ELH en relación con las siguientes áreas: su experiencia profesional como docentes de lengua, su formación académica y profesional, los desafíos que encuentran en el aula, así como entender sus necesidades e intereses para el desarrollo profesional continuo.
Over the past decade, service learning has emerged as a relevant pedagogical approach in the fiel... more Over the past decade, service learning has emerged as a relevant pedagogical approach in the field of teaching Spanish as a Heritage Language (SHL), mainly because it allows the natural integration of linguistic, cultural and social goals in a context of critical and transformative reflection (Parra 2016; Petrov 2013; Martínez & Schwartz 2012; Varona 1999). Considering this perspective, the present study examines how Spanish Heritage Language Learners’ (SHLL) transcultural competence is further developed by participating in a service learning activity in the Hispanic community of Houston, Texas. 44 SHLL participated in health fairs as a required service learning project in a Spanish for the Health Professions course during the past four years (2013-2016). The semester-long course integrates public health perspectives with a focus on health disparities in the US Hispanic population, aiming to move beyond the traditional Spanish for the Health Professions course which focuses on learning medical vocabulary and rehearsing oral skits for the doctor’s office. The service activity consisted in assisting health professionals at the fairs by translating materials, serving as mediators, and offering general health advice to the public. After this activity, students completed a reflection essay about the experience; these reflections were qualitatively analyzed (Braun & Clarke 2006; Taylor & Bogdan 2000) by means of an automatic codification instrument, ATLAS.TI. The thematic analysis shows emergent categories of transcultural development in the spheres of cooperation and communication (Rico Martin 2013). The analysis points out to a direct increase in positive perceptions and motivation regarding their own linguistic and cultural proficiency when assuming a mediating role between the healthcare system and the community (Petrov 2013; Pellettieri 2011). Additionally, the service-learning experience resulted in a greater understanding of the diverse needs of Hispanic populations in Houston, and a reaffirmation of their professional identity and commitment to serve the Hispanic communities in the US.
Symposium: Metodología, recursos y contextos para la enseñanza del español como lengua de herencia en los Estados Unidos
Esta ponencia presenta una metasíntesis cualitativa de las propuestas pedagógicas actuales para l... more Esta ponencia presenta una metasíntesis cualitativa de las propuestas pedagógicas actuales para la enseñanza de ELH con el objetivo de proporcionar a educadores e investigadores una panorámica de la disciplina en su estado actual. El estudio identifica las tendencias, los enfoques pedagógicos y el papel de las diferentes destrezas y componentes lingüísticos y culturales que han logrado resultados exitosos en el aula de ELH. A partir del análisis de estas implementaciones didácticas, se derivan unos principios generales para guiar futuros diseños curriculares y prácticas docentes para ELH, y se identifican áreas que requieren más atención por parte de los investigadores.
Reseña de: Betti, Silvia, y Enrique Serra Alegre, eds. Nuevas voces sobre el spanglish: Una inves... more Reseña de: Betti, Silvia, y Enrique Serra Alegre, eds. Nuevas voces sobre el spanglish: Una investigación polifónica. Academia Norteamericana de la Lengua Española (ANLE), y Universitat de València, 2016. Pp. 153. ISBN 978-0-99678-213-5.
Hispania, Volume 100, Number 4, December 2017, pp. 698-699 (Review)
Published by Johns Hopkins Un... more Hispania, Volume 100, Number 4, December 2017, pp. 698-699 (Review) Published by Johns Hopkins University Press DOI: For additional information about this article Access provided by The American Association of Teachers of Spanish and Portuguese (9 Jan 2018 19:38 GMT) https://doi.org/10.1353/hpn.2017.0118 https://muse.
This workshop is organized to engage participants in the four stages (experiencing, conceptualizi... more This workshop is organized to engage participants in the four stages (experiencing, conceptualizing, analyzing, and applying) of the “Learning by Design” multiliteracy pedagogy, with a focus on Spanish heritage language education.
In the first part of the workshop, participants are introduced to the main principles of a pedagogy of multiliteracies (The New London Group 1996; Kalantzis & Cope 2008; Allen & Paesani, 2010; López-Sánchez, 2014; Kalantzis et al. 2016; Zapata & Lacorte 2016) through examples, reflection on teaching practices, and guided discussions. In this initial stage, the focus will be on discovering the tenets of a multiliteracies approach to language learning, as well as exploring different multimodal discourses and their suitability to teaching SHL student populations in a variety of educational contexts.
In the second part of the workshop, participants will experience and analyze a sample set of teaching materials that have been successfully implemented in a Spanish HL university course. The experience phase of the workshop engages participants as students who learn within a multiliteracies framework. The analysis phase, on the other hand, promotes critical reflection on the student experience as well as a discussion of the design process of these teaching materials, from conception to implementation and assessment. In the final section participants work in small groups to brainstorm and apply multiliteracies principles to design a learning unit that takes into account the specific needs of learners in their heritage and mixed classrooms.
DMW Spanish Heritage Language Pedagogical Workshops. University of Maryland, 2022
Este taller es una continuación del taller inicial sobre aprendizaje de lenguas basado en proyect... more Este taller es una continuación del taller inicial sobre aprendizaje de lenguas basado en proyectos, ALBP (project-based language learning) con un enfoque dirigido a la planificación e implementación de proyectos en las clases de español de herencia. Durante el taller repasaremos los principios centrales de ALBP, analizaremos su importancia en la enseñanza de lenguas de herencia, y revisaremos algunas implementaciones exitosas. Gran parte del taller se dedicará a la conversación y el trabajo de diseño. Al finalizar el taller, los participantes van a poder: 1) Describir y explicar los principios de ALBP en la enseñanza de lenguas; 2) Evaluar críticamente implementaciones de ALBP en distintos contextos; 3) Analizar la problemática de la evaluación en ALBP, y 4) Diseñar una implementación completa de ALBP adecuada para el contexto individual de enseñanza.
COERLL Summer Workshop: From Conception to Implementation. Creating and Sustaining a Heritage Spa... more COERLL Summer Workshop: From Conception to Implementation. Creating and Sustaining a Heritage Spanish Language Program. University of Texas at Austin, June 7-8, 2018.
This workshop focusses on main themes that are shaping the teaching Spanish as a Heritage Language (SHL) profession, seeking to understand both challenges and achievements currently shaping our discipline. A second goal of this presentation is to open the discussion to individual issues regarding professional development and institutional support among participants. The main topics move from broad perspectives to a specific proposal for individual professional growth, as follow: a) the changing landscape of Spanish language teaching in the US, with particular interest in SHL; b) evolving SHL education goals and the role of teachers in achieving them; c) working models for the preparation of Spanish HL teachers; and finally d) promotion of continuous professionalization by integrating resources in a self-reflection model. At the end of this presentation, participants will better understand the changes in the Spanish HL teaching profession and the need to evolve traditional models for language teacher preparation. They will also understand current proposals for the professional preparation of Spanish instructors based on the revised goals of SHL education (Martínez 2016; Lacorte 2016).
The Routledge Handbook of Multiliteracies for Spanish Language Teaching multimodalidad e interdisciplinariedad, 2024
Este capítulo explora los fundamentos teóricos y las consideraciones prácticas del andamiaje y la... more Este capítulo explora los fundamentos teóricos y las consideraciones prácticas del andamiaje y la secuenciación de contenidos en el aula de español como segunda lengua (L2) y destaca los beneficios de implementar prácticas de andamiaje multimodal según los principios de una pedagogía para las multiliteracidades. Después de un recorrido sintético por los principios y las prácticas de andamiaje en la enseñanza de L2, se ofrece una definición de andamiaje multimodal que se fundamenta en una perspectiva de descentralización lingüística y viene acompañada de ejemplos específicos para la enseñanza de español L2. Luego, se consideran los principales marcos teóricos y metodológicos que sustentan estas prácticas, destacando, entre otras, las contribuciones de los estudios multimodales y del análisis del discurso. El capítulo concluye con pautas y dos muestras de secuencias didácticas originales para la integración de prácticas de andamiaje multimodal en la enseñanza de español L2 y como lengua de herencia que integran diferentes recursos semióticos para favorecer el desarrollo de habilidades comunicativas multimodales.
Resumen
En este capítulo se exploran los desafíos y posibilidades que presenta el creciente númer... more Resumen En este capítulo se exploran los desafíos y posibilidades que presenta el creciente número de hablantes de herencia de español en diversas regiones del mundo, especialmente en los Estados Unidos y, más recientemente, en Europa. A partir de la integración de diferentes definiciones, se describen las características que diferencian a los hablantes de español como lengua de herencia (ELH) y como segunda lengua (L2) y, consecuentemente, la necesidad de desarrollar una pedagogía específica para la enseñanza de la lengua de herencia. Asimismo, se describen cuatro perfiles lingüísticos del estudiante de español como lengua de herencia: receptivo, inicial, intermedio y avanzado. Seguidamente, se presenta un resumen crítico de las propuestas pedagógicas actuales para los hablantes de herencia. A partir del análisis de estas propuestas se identifican pautas metodológicas específicas encaminadas hacia: a) la consolidación del conocimiento lingüístico y sociocultural de los aprendices; b) la ampliación de la literacidad en español incluyendo competencias retórico-discursivas en múltiples contextos; c) la diversificación crítica del repertorio de registros para expandir los dominios de uso; d) la consolidación del uso de estrategias que permitan satisfacer las necesidades afectivas, socioculturales, académicas y profesionales de estos aprendices y, finalmente, e) la incentivación del desarrollo de la conciencia crítica frente a la lengua de herencia y sus comunidades de habla. Abstract The goal of this chapter is to explore the pedagogical challenges and possibilities posed by the higher number of heritage speakers of Spanish in different countries of the world, including the United States and, more recently, Europe. Building upon the integration of different definitions of heritage speakers, a description of the characteristics that differentiate a heritage speaker from a second language speaker is offered and, consequently, the need to develop a specific pedagogy to teach the heritage language is underscored. This distinction is complemented by a description of four linguistic profiles of students of Spanish as a heritage language: receptive, beginner, intermediate, and advanced. Then, based on a critical summary and analysis of current pedagogical proposals for Spanish as a heritage language, concrete methodological guidelines for teaching Spanish as a heritage language are identified for achieving the following goals: a) maintaining and 448promoting the development of the linguistic and sociocultural knowledge that students bring to class; b) developing literacy in Spanish, including rhetoric-discursive competences in diverse contexts; c) diversifying registers repertoire to expand the domains of use; d) fostering the use of metacognitive self-regulatory strategies towards the continuous development of the heritage language, satisfying affective, sociocultural, academic and professional needs; and e) promoting the development of critical awareness toward the heritage language and its communities.
Este taller interactivo presenta una revisión de los principios de la traducción pedagógica en la... more Este taller interactivo presenta una revisión de los principios de la traducción pedagógica en la enseñanza de lenguas, con enfoque en su eficacia en el contexto de SLH para ampliar habilidades de mediación en contextos profesionales diversos. Además de presentar diferentes estrategias y herramientas pedagógicas para diferentes poblaciones de aprendientes SLH, se propone un ejercicio específico de práctica que integra componentes léxicos, gramaticales, pragmáticos y geolectales. El cuadernillo de trabajo culmina con una sección de doce actividades enfocadas en distintos aspectos del español (ortografía, léxico, gramática y pragmática) que pueden adaptarse con facilidad a distintos contextos y niveles educativos.
This brief manual (“Cuadernillo”) introduces considerations about Spanish orthography and teachin... more This brief manual (“Cuadernillo”) introduces considerations about Spanish orthography and teaching heritage learners, to broaden the conversation among language instructors. The “Cuadernillo” was developed as support material for two workshop presentations we conducted in 2019 (“Surviving Orthography in the SHL Classroom“ at the 6th National Symposium of Spanish as a Heritage Language, and “Orthography as a Thermometer in the SHL Classroom” at the 2nd TeCHS – COERLL Summer Workshop). Since then, we have updated some of the activities and references to provide an ample set of resources for instructors teaching Spanish as a Heritage Language. We hope the information and particularly the discussion questions will serve to better understand the role that orthography plays in developing a heritage language, the social considerations related to ‘accurate writing’, and the multiple ways in which orthography can be integrated into the Spanish classroom.
Set of activities in Spanish focusing on heritage learners' vocabulary expansion. Intermediate / ... more Set of activities in Spanish focusing on heritage learners' vocabulary expansion. Intermediate / Advanced level.
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Papers by Flavia Belpoliti
This study aims at providing a better understanding of SHL instructors’ profiles, including personal, academic and professional backgrounds, and their experiences when teaching Spanish to SHL students in diverse educational contexts. Two main broad questions guided the study: What are the characteristics and professional training that SHL instructors bring to their classrooms? And, how can their professional development and teaching practice be impacted by the current SHL pedagogical models? Two different data sets have been collected and analyzed in order to answer the research questions: a) a synthesis of the main pedagogical trends in the SHL field during the last 17 years and b), the results of a large-scale survey of SHL teachers’ profiles and experiences. The results highlight the complex diversity of SHL instructors’ profiles and experiences in the US, and the various contexts in which they work with SHL students. This complex picture provides a better understanding of SHL instructors’ challenges and needs, and discuss how current trends in SHL pedagogy can be incorporated into Spanish instructor preparation, and subsequent professional development, considering specific needs in training, resource access, and institutional support.
44 SHLL participated in health fairs as a required service learning project in a Spanish for the Health Professions course during the past four years (2013-2016). The semester-long course integrates public health perspectives with a focus on health disparities in the US Hispanic population, aiming to move beyond the traditional Spanish for the Health Professions course which focuses on learning medical vocabulary and rehearsing oral skits for the doctor’s office. The service activity consisted in assisting health professionals at the fairs by translating materials, serving as mediators, and offering general health advice to the public. After this activity, students completed a reflection essay about the experience; these reflections were qualitatively analyzed (Braun & Clarke 2006; Taylor & Bogdan 2000) by means of an automatic codification instrument, ATLAS.TI.
The thematic analysis shows emergent categories of transcultural development in the spheres of cooperation and communication (Rico Martin 2013). The analysis points out to a direct increase in positive perceptions and motivation regarding their own linguistic and cultural proficiency when assuming a mediating role between the healthcare system and the community (Petrov 2013; Pellettieri 2011). Additionally, the service-learning experience resulted in a greater understanding of the diverse needs of Hispanic populations in Houston, and a reaffirmation of their professional identity and commitment to serve the Hispanic communities in the US.
Published by Johns Hopkins University Press
DOI:
For additional information about this article
Access provided by The American Association of Teachers of Spanish and Portuguese (9 Jan 2018 19:38 GMT)
https://doi.org/10.1353/hpn.2017.0118
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In the first part of the workshop, participants are introduced to the main principles of a pedagogy of multiliteracies (The New London Group 1996; Kalantzis & Cope 2008; Allen & Paesani, 2010; López-Sánchez, 2014; Kalantzis et al. 2016; Zapata & Lacorte 2016) through examples, reflection on teaching practices, and guided discussions. In this initial stage, the focus will be on discovering the tenets of a multiliteracies approach to language learning, as well as exploring different multimodal discourses and their suitability to teaching SHL student populations in a variety of educational contexts.
In the second part of the workshop, participants will experience and analyze a sample set of teaching materials that have been successfully implemented in a Spanish HL university course. The experience phase of the workshop engages participants as students who learn within a multiliteracies framework. The analysis phase, on the other hand, promotes critical reflection on the student experience as well as a discussion of the design process of these teaching materials, from conception to implementation and assessment. In the final section participants work in small groups to brainstorm and apply multiliteracies principles to design a learning unit that takes into account the specific needs of learners in their heritage and mixed classrooms.
Al finalizar el taller, los participantes van a poder: 1) Describir y explicar los principios de ALBP en la enseñanza de lenguas; 2) Evaluar críticamente implementaciones de ALBP en distintos contextos; 3) Analizar la problemática de la evaluación en ALBP, y 4) Diseñar una implementación completa de ALBP adecuada para el contexto individual de enseñanza.
University of Texas at Austin, June 7-8, 2018.
This workshop focusses on main themes that are shaping the teaching Spanish as a Heritage Language (SHL) profession, seeking to understand both challenges and achievements currently shaping our discipline. A second goal of this presentation is to open the discussion to individual issues regarding professional development and institutional support among participants.
The main topics move from broad perspectives to a specific proposal for individual professional growth, as follow: a) the changing landscape of Spanish language teaching in the US, with particular interest in SHL; b) evolving SHL education goals and the role of teachers in achieving them; c) working models for the preparation of Spanish HL teachers; and finally d) promotion of continuous professionalization by integrating resources in a self-reflection model.
At the end of this presentation, participants will better understand the changes in the Spanish HL teaching profession and the need to evolve traditional models for language teacher preparation. They will also understand current proposals for the professional preparation of Spanish instructors based on the revised goals of SHL education (Martínez 2016; Lacorte 2016).
En este capítulo se exploran los desafíos y posibilidades que presenta el creciente número de hablantes de herencia de español en diversas regiones del mundo, especialmente en los Estados Unidos y, más recientemente, en Europa. A partir de la integración de diferentes definiciones, se describen las características que diferencian a los hablantes de español como lengua de herencia (ELH) y como segunda lengua (L2) y, consecuentemente, la necesidad de desarrollar una pedagogía específica para la enseñanza de la lengua de herencia. Asimismo, se describen cuatro perfiles lingüísticos del estudiante de español como lengua de herencia: receptivo, inicial, intermedio y avanzado. Seguidamente, se presenta un resumen crítico de las propuestas pedagógicas actuales para los hablantes de herencia. A partir del análisis de estas propuestas se identifican pautas metodológicas específicas encaminadas hacia: a) la consolidación del conocimiento lingüístico y sociocultural de los aprendices; b) la ampliación de la literacidad en español incluyendo competencias retórico-discursivas en múltiples contextos; c) la diversificación crítica del repertorio de registros para expandir los dominios de uso; d) la consolidación del uso de estrategias que permitan satisfacer las necesidades afectivas, socioculturales, académicas y profesionales de estos aprendices y, finalmente, e) la incentivación del desarrollo de la conciencia crítica frente a la lengua de herencia y sus comunidades de habla.
Abstract
The goal of this chapter is to explore the pedagogical challenges and possibilities posed by the higher number of heritage speakers of Spanish in different countries of the world, including the United States and, more recently, Europe. Building upon the integration of different definitions of heritage speakers, a description of the characteristics that differentiate a heritage speaker from a second language speaker is offered and, consequently, the need to develop a specific pedagogy to teach the heritage language is underscored. This distinction is complemented by a description of four linguistic profiles of students of Spanish as a heritage language: receptive, beginner, intermediate, and advanced. Then, based on a critical summary and analysis of current pedagogical proposals for Spanish as a heritage language, concrete methodological guidelines for teaching Spanish as a heritage language are identified for achieving the following goals: a) maintaining and 448promoting the development of the linguistic and sociocultural knowledge that students bring to class; b) developing literacy in Spanish, including rhetoric-discursive competences in diverse contexts; c) diversifying registers repertoire to expand the domains of use; d) fostering the use of metacognitive self-regulatory strategies towards the continuous development of the heritage language, satisfying affective, sociocultural, academic and professional needs; and e) promoting the development of critical awareness toward the heritage language and its communities.