國立虎尾科技大學 |

"Investment in Inertia" : = Language Ideologies of Instructors and Students of Spanish as a Heritage Language.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	"Investment in Inertia" :/
Reminder of title:	Language Ideologies of Instructors and Students of Spanish as a Heritage Language.
Author:	Rolland, Michael Ernest.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Sociolinguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9798374405361

"Investment in Inertia" : = Language Ideologies of Instructors and Students of Spanish as a Heritage Language.
Rolland, Michael Ernest.

"Investment in Inertia" :Language Ideologies of Instructors and Students of Spanish as a Heritage Language. - 1 online resource (172 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--City University of New York, 2023.

Includes bibliographical references

When the Spanish-language skills of heritage Spanish learners are disparaged in an academic environment, these learners are at high risk of abandoning further study of Spanish and shifting entirely to English. This dissertation uses mixed qualitative and quantitative research methods, including thematic and discourse analysis, to investigate the language ideologies of instructors and students of Spanish as a heritage language (SHL) and the effects of those ideologies on students' experiences in SHL college courses. It builds on earlier research on language ideologies in the post-secondary heritage language context (e.g., Carreira, 2011; Loza, 2017; Valdes et al., 2003). I find that certain kinds of student-instructor interactions, and many of the learning materials used in SHL courses overtly or covertly assert the supremacy of standard or academic Spanish and delegitimize colloquial and contact-influenced varieties, and therefore the linguistic knowledge that students bring to the classroom. By naturalizing the standard language, this also implicitly erases the operation of power in language. Rather than empowering students or encouraging them to value the forms of language they bring to the classroom, many SHL classes marginalize US Spanish by discursively constructing students' language as inherently less valuable than prestige varieties. I contrast these delegitimizing practices with critical approaches to heritage language pedagogy, finding that student investment and engagement is greater in courses that use a critical approach to support students' multilingualism. The dissertation concludes with pedagogical recommendations for encouraging language maintenance and growing SHL learners' self-esteem and self-confidence as Spanish speakers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798374405361Subjects--Topical Terms:

555401
Sociolinguistics.
Subjects--Index Terms:

Critical pedagogyIndex Terms--Genre/Form:

554714
Electronic books.

"Investment in Inertia" : = Language Ideologies of Instructors and Students of Spanish as a Heritage Language.
LDR:03238ntm a22004217 4500 001 1146079
005 20240711092034.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798374405361
035 $a (MiAaPQ)AAI30248898
035 $a AAI30248898
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rolland, Michael Ernest. $3 1471409
245 1 0 $a "Investment in Inertia" : $b Language Ideologies of Instructors and Students of Spanish as a Heritage Language.
264 0 $c 2023
300 $a 1 online resource (172 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
500 $a Advisor: Lado, Beatriz.
502 $a Thesis (Ph.D.)--City University of New York, 2023.
504 $a Includes bibliographical references
520 $a When the Spanish-language skills of heritage Spanish learners are disparaged in an academic environment, these learners are at high risk of abandoning further study of Spanish and shifting entirely to English. This dissertation uses mixed qualitative and quantitative research methods, including thematic and discourse analysis, to investigate the language ideologies of instructors and students of Spanish as a heritage language (SHL) and the effects of those ideologies on students' experiences in SHL college courses. It builds on earlier research on language ideologies in the post-secondary heritage language context (e.g., Carreira, 2011; Loza, 2017; Valdes et al., 2003). I find that certain kinds of student-instructor interactions, and many of the learning materials used in SHL courses overtly or covertly assert the supremacy of standard or academic Spanish and delegitimize colloquial and contact-influenced varieties, and therefore the linguistic knowledge that students bring to the classroom. By naturalizing the standard language, this also implicitly erases the operation of power in language. Rather than empowering students or encouraging them to value the forms of language they bring to the classroom, many SHL classes marginalize US Spanish by discursively constructing students' language as inherently less valuable than prestige varieties. I contrast these delegitimizing practices with critical approaches to heritage language pedagogy, finding that student investment and engagement is greater in courses that use a critical approach to support students' multilingualism. The dissertation concludes with pedagogical recommendations for encouraging language maintenance and growing SHL learners' self-esteem and self-confidence as Spanish speakers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Sociolinguistics. $3 555401
650 4 $a Modern language. $3 1183979
650 4 $a Language. $3 571568
650 4 $a Bilingual education. $3 1148431
653 $a Critical pedagogy
653 $a Heritage language
653 $a Higher education
653 $a Language ideologies
653 $a Language maintenance
653 $a Spanish
655 7 $a Electronic books. $2 local $3 554714
690 $a 0636
690 $a 0291
690 $a 0679
690 $a 0282
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a City University of New York. $b Latin American, Iberian and Latino Cultures. $3 1471410
773 0 $t Dissertations Abstracts International $g 84-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30248898 $z click for full text (PQDT)