Advances in Spanish as a Heritage Language

Editor
| Texas Tech University
HardboundAvailable
ISBN 9789027241917 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027266873 | EUR 99.00 | USD 149.00
 
Bringing together contributions from some of the leading experts in the field of Spanish as a Heritage Language, this volume aims to provide an in-depth understanding of current and emerging trends in research and praxis. To this end, the volume is divided into three thematic units. The first unit surveys the study of Spanish heritage speaker bilingualism from a formal/theoretical linguistic point of view. The second unit focuses on issues shaping the current state of affairs in heritage language education. Finally, the third unit maps out future lines of development within heritage language instruction. The wide topical scope within this single volume will undoubtedly provide a valuable resource for researchers, students, and professionals working in different areas of Spanish as a heritage language.
[Studies in Bilingualism, 49]  2016.  ix, 353 pp.
Publishing status: Available
Table of Contents
Acknowledgements
ix–x
Introduction
Charting the past, present, and future of Spanish heritage language research
Diego Pascual y Cabo
1–10
Unit 1: Formal approaches to Spanish as a Heritage Language
Formal linguistic approaches to heritage language acquisition: Bridges for pedagogically oriented research
Jason Rothman, Ianthi Maria Tsimpli and Diego Pascual y Cabo
13–26
A new look at heritage Spanish and its speakers
Almeida Jacqueline Toribio and Barbara E. Bullock
27–50
On the nuclear intonational phonology of heritage speakers of Spanish
Rajiv Rao
51–80
Relative clause attachment preferences in early and late Spanish-English bilinguals
Jill Jegerski, Bill VanPatten and Gregory D. Keating
81–98
Losing your case? Dative experiencers in Mexican Spanish and heritage speakers in the United States
Silvina Montrul
99–124
Unit 2: Educational approaches to Spanish as a heritage language
Current issues in Spanish heritage language education
Kim Potowski
127–142
Advances in Spanish heritage language assessment: Research and instructional considerations
Sara M. Beaudrie
143–158
A general framework and supporting strategies for teaching mixed classes
Maria M. Carreira
159–176
Understanding identity among Spanish heritage learners: An interdisciplinary endeavor
María Luisa Parra
177–204
Heritage language healing? Learners’ attitudes and damage control in a heritage language classroom
Ana Sánchez Muñoz
205–218
Unit 3: Future lines of development in heritage language education
Emerging trends with heritage language instructional practices: Advances and challenges
Marta Fairclough
221–236
New directions in heritage language pedagogy: Community service-learning for Spanish heritage speakers
Kelly Lowther Pereira
237–258
Heritage language learning in study abroad: Motivations, identity work, and language development
Rachel L. Shively
259–280
Online courses for heritage learners: Best practices and lessons learned
Florencia Giglio Henshaw
281–298
Flipping the classroom: A pedagogical model for promoting heritage language writing skills
Julio Torres
299–324
Afterword
Looking ahead
Maria Polinsky
325–346
Author Index
347–350
Subject Index
351–354
“This excellent book brings together formal and educational approaches to heritage language education. It will lead to much-needed conversations between theoretical and applied linguists about the nature of bilingual acquisition and use. The editor is to be congratulated for bringing together this must-read volume.”
“This volume is an excellent addition to the literature on Heritage Language Acquisition. It is an essential read for scholars and students interested in bridging the gap between formal linguistic studies and research focusing on pedagogical approaches to developing Spanish as a heritage language in the classroom and beyond.”
“This book not only charts the past and present of heritage language research and teaching but also anticipates the future. It offers a unique collection of work informed by substantive formal linguistic and educational research. While the book focuses on Spanish, it can be used as a handbook by teachers of any heritage language as well as by researchers who are looking for new directions to explore.”
Advances in Spanish as a Heritage Language is a pioneering work because it brings together linguistic and educational studies, perspectives, methodologies and debates, in an effort to find connections among these fields and thus better serve the academic community devoted to the study of heritage languages. This work gives a unique chance for both beginner and experienced scholars in various disciplines to get an objective and thorough review of the current state of Spanish, the heritage language par excellence in the United States. One major advantage is that the findings of this work can also be applied to other heritage languages in the world, for example to Polish in the United Kingdom or to Turkish in Germany. [...] My overall opinion is very positive. This book is well organized, the list of topics covered is comprehensive, and it addresses multiple audiences. Novice scholars in linguistics, K–12 and postsecondary education will find the discussion of the most important debates given at the beginning of each unit especially useful. For the experienced linguist, new data on recurring themes in heritage language acquisition studies is presented. Finally, language coordinators and course administrators will benefit from the suggested tips on how to expand and enhance their heritage language curricula. This work is indeed a landmark that will help specialists to further advance their knowledge in the field of heritage languages.”
Cited by

Cited by other publications

Bayram, Fatih, Josh Prada, Diego Pascual y Cabo & Jason Rothman
2016.  In Handbook of Comparative Studies on Community Colleges and Global Counterparts [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Bayram, Fatih, Josh Prada, Diego Pascual y Cabo & Jason Rothman
2018.  In Handbook of Comparative Studies on Community Colleges and Global Counterparts [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Bayram, Fatih, Josh Prada, Diego Pascual y Cabo & Jason Rothman
2018.  In Handbook of Research and Practice in Heritage Language Education [Springer International Handbooks of Education, ],  pp. 187 ff. Crossref logo
Dobao, Ana Fernández
2018.  In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 175 ff. Crossref logo
Ennser‐Kananen, Johanna & Kendall A. King
2018.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Khamis-Dakwar, Reem, May Ahmar & Karen Froud
2019.  In Perspectives on Arabic Linguistics XXXI [Studies in Arabic Linguistics, 8],  pp. 207 ff. Crossref logo
Pascual y Cabo, Diego & Gema Vela
2020.  In Hispanic Linguistics [Issues in Hispanic and Lusophone Linguistics, 26],  pp. 286 ff. Crossref logo
Prada, Josh
2019. Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers. Classroom Discourse 10:3-4  pp. 306 ff. Crossref logo
Szczepek Reed, Beatrice, Fatma Said, Ian Davies & Geraldine Bengsch
2020. Arabic complementary schools in England: language and Fundamental British Values. Language, Culture and Curriculum 33:1  pp. 50 ff. Crossref logo
Wilson, Damián Vergara & Diego Pascual y Cabo
2019. Linguistic diversity and student voice: the case of Spanish as a heritage language. Journal of Spanish Language Teaching  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 03 may 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2016014931