Advocating for Critical Pedagogical Approaches to Teaching Spanish as a Heritage Language: Some Considerations
Article first published online: 4 MAY 2011
© 2011 American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 44, Issue 2, pages 308–320, Summer 2011
How to Cite
Correa, M. (2011), Advocating for Critical Pedagogical Approaches to Teaching Spanish as a Heritage Language: Some Considerations. Foreign Language Annals, 44: 308–320. doi: 10.1111/j.1944-9720.2011.01132.x
- Issue published online: 4 MAY 2011
- Article first published online: 4 MAY 2011
- Submitted July 2, 2009, Accepted August 18, 2010
- critical pedagogy;
- heritage language;
- linguistic discrimination
Abstract: This article makes the case for using critical pedagogical approaches to the teaching of Spanish as a heritage language (HL). Having different language tracks is not enough: As long as HL learners hold negative linguistic attitudes about their own language variety, they will be unable and unprepared to learn successfully. First, I define who HL learners are and why they need to be in a separate track from traditional language learners. Later, I discuss the basic premises of critical pedagogy in order to recommend that HL instructors take this pedagogical approach to maximize Spanish HL learner potential. Last, I recommend the importance of providing sociolinguistic tools in order to corroborate that standard Spanish is not a replacement for local varieties but simply a register students can use once they appreciate their own language.