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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Pursuing testimonial justice: Language access through patient-centered outcomes research with Spanish speakers
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Introduction: Context and co-construction in interaction, pragmatics, and second language applications
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Interprofessional education for students of translation/interpreting and the health professions
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Lifting the voices of Spanish-speaking Kansans: A community-engaged approach to health equity
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Contexts of co-constructed discourse: Interaction, pragmatics, and second language applications
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Making sense of the interpreter role in a healthcare service-learning program
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"Speak American": linguistic discrimination against Latino residents of Garden City, KS
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Patients don't have language barriers; the healthcare system does
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Spanish and identity among Latin@s in the US ; Chapter 7 -- Spanish and identity among latin@s in the US
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Stancetaking and language ideologies in heritage language learner classroom discourse
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Abstract:
Click on the DOI link to access the article (may not be free). ; Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26hours of audio and video recordings from three different intermediate Spanish HL classrooms and filmed interviews with the students. The analysis indicates that discourses of legitimacy and expertise are embodied within multiple levels of classroom interaction, including affective stancetaking, expert/novice positioning, and the reframing of both ascribed social positions and previous discourse. Results suggest that the role of language ideologies in HL learning can be better understood through an examination of stancetaking in interaction and that the construction of different kinds of expertise should be an important consideration in the development of HL instructional practices.
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Keyword:
Classroom discourse; Expertise; Heritage language learning; Language ideologies; Spanish in the United States; Stance
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URL: https://doi.org/10.1080/15348458.2016.1248558 http://hdl.handle.net/10057/14305
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Institutional representations of 'Spanish' and 'Spanglish': managing competing discourses in heritage language instruction
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