Contratos examinados

The HL linguistic phenomena described above has been stressed in HL language teaching and learning practices throughout the last fifty years. Initially prescriptivist classroom approaches attempted to eradicate the vernacular language variety from HL speech patterns. Yet with expanded understanding of bilingualism through linguistic, sociolinguistic, and cognitive studies, a philosophical change has occurred in language instruction. At least in theory, additive approaches are promoted throughout teacher preparatory coursework. Typically, additive pedagogues promote using bidialectal contrastive analysis to compare vernacular ways of speaking to a ‘standard’ language variety. This underlying philosophy suggests that Standard Spanish can be added to

students’ language repertoire without eradicating the vernacular variety. The term ‘bidialectalism’ helps to explain the additive approach and

philosophical perspective underlying this study. Bidialectism, when applied to the HL classroom, prompts instructors to value the ethnolinguistic backgrounds of diverse HL students. It also promotes the maintenance of the dialect vital to a community of speakers even while students develop a prestige language variety. Silva-Corvalán (2001), who has been instrumental in providing an understanding of bilingual speech communities, clarifies bidialectalism when she states:

…la habilidad de hablar dos dialectos diferentes…según el contexto social. Esta posición ecléctica es motivada por el principio sociolingüístico que plantea que la lengua tiene valor simbólico y que un dialecto dado es símbolo de identificación con el grupo social al que pertenece un individuo, de manera tal que la

erradicación de ese dialecto provocaría problemas psicosociales de

identificación, con el consecuente problema de desajuste y alienación dentro de una familia, y más ampliamente, dentro de una comunidad. (p. 32)

[…the ability to speak two different dialects…according to the social context. This eclectic position is motivated by the sociolinguistic principle that suggests that language has symbolic value and that a given dialect is a symbolic

representation of social group identification to which an individual belongs. Erradication of this dialect will create psycho-social problems of identification, and subsequent problems of maladjusment and alienation within the family and more extensively within the community.]

Consequently, this study employs bidialectalism as a theoretical perspective, recognizing the important symbolic role that vernacular dialect plays in creating ethnic speech community identity and coherence. The goal is not to erradicate a way of

speaking that is so integrally tied to identity, but to scaffold known ways of speaking and understanding through dialect awareness instruction so that HL students can acquire new forms of language production. This concept provides a foundation for the study of dialect awareness in the HL classroom.

For purposes of description and analysis, I have divided dialect awareness into three thematic areas known as (1) sociolinguistic content, (2) Pan-Hispanic literature and cultural content, and (3) socio-political content. I have identified these broad categories as prevalent themes throughout HL literature and employ them here to describe three distinct yet intersecting areas of instruction found in HL classrooms. First, HL pedagogues consistently recommend that sociolinguistic topics be addressed in HL classrooms (Martínez, 2003; Parodi, 2008; Roca, 1992; Silva-Corvalán, 2001; Webb & Miller, 2000). Topics mentioned in the literature include the linguistic description of regional and social diversity, social variation, language change, and registers. In line with this strand, HL researchers recommend that different pedagogical techniques be used in the classroom. Bidialectal classrooms apply sociolinguistic knowledge by

incorporating task-based techniques of comparison into the lesson, intending for learners to understand the similarities and differences between standard and non-standard dialects (Silva-Corvalán, 2001). Two other instructional techniques that are mentioned in the literature include the use of cooperative student groupings and peer tutoring (Valdés,

1997) and an emphasis on HL students’ personal and academic interests (Clair and Adger, 1999). Each of these classroom applications recognize the importance of both validating colloquial speech while teaching an academic register.

Within this same sociolinguistic category I have placed the concept of

ethnolinguistic connections. For many DA classroom practictioners, the surrounding bilingual community provides an extended classroom where HL students can form strong ethnolinguistic connections (Beaudrie & Ducar, 2005; Romero, 2000).

Proponents recognize that HL students whose lives are centered in this community can examine the rich sociolinguistic environment from a unique emic perspective, analyzing the speech patterns and communication practices that are commonplace in their daily lives. When used effectively, this connection to community and language can create a bond between students’ lived experience and language learning that promotes pride, acceptance of language varieties, and an increased desire to use Spanish (Beaudrie & Ducar, 2005). Thus, research suggests that by using sociolinguistic content in the classroom, HL students gain greater understanding of their own language production while they learn to develop a Standard Spanish language variety.

The second category, Pan-Hispanic literature and cultural content, is more traditionally associated with language and literature studies, connecting language

instruction to the humanities through literature, art, music, and media. Unlike traditional literature classes, however, this HL thematic area also refers to U.S. Latino cultural traditions, the impact of religious practices and familial values, and ‘cultural notions’ that reflect regional and local Hispanic communities’ cultural knowledge. Such topics

are drawn from the speech community’s common experiences represented through regional artists’ photography, artwork, songs, and poems. These in turn are presented in the HL classroom along with world-renowned authors, filmmakers, and artists.

Consequently, different worldviews are introduced that represent both Pan-Hispanic worldviews as well as U.S. Latino and regional or local perspectives.

For the HL learner, then, broad Pan-Hispanic material signifies a connection with cultural roots that prior to their introduction may have been unknown. Authors who cite these cultural perspectives as an essential part of HL language instruction include Parodi (2008), Peyton (2008), and Potowski & Carreira (2004). An example can be observed through current HL textbook materials in El mundo 21 by Samaniego, Rojas, Ohara & Alarcón (2005), where each section highlights a Hispanophone country or U.S. Spanish- speaking population by briefly explaining geo-historical facts, introducing popular cultural figures, and presenting short literary pieces. These inserts provide cultural information while they introduce HL learners to the literary traditions found in the larger Hispanic global community.

The third thematic area identified here as “socio-political content” deals with issues of power and prestige in language production. Martínez (2003) uses the term ‘Classroom Based Dialect Awareness’ (CBDA), when referring to this approach, and explains that this social framework augments sociolinguistic thematic content. Martínez states “we should add a social framework that doesn’t stop at answering the what of variation but that proceeds to answer the why of variation as well” (p. 7). This critical perspective advocates an examination of the discourse that propagates social inequality.

In turn, such an examination can promote positive societal transformation (Norton & Toohey, 2004). Students are encouraged to develop their own voices through critical pedagogical inquiry and to find action-oriented responses to the social injustices that keep socially stratified groups from developing to their full potential (Kron, 1998). Proponents of using critical pedagogy in the HL classroom suggest that historical events such as the Treaty of Guadalupe Hidalgo of 1846 and the Spanish-American War of 1898 be examined to exemplify how colonization impacted Spanish in the Southwest United States (Cervantes-Rodríguez & Lutz, 2003; Martínez, 2003, and Valdés, 2001). By understanding the broad-ranging socio-political ramifications of language

development, it is suggested that students will better understand their own language production and be better equipped to accept multiple language codes, one for the community of practice and others for academic, professional, and personal enrichment purposes. They will also be ready to provide informed explanations regarding

nonstandard language varieties, becoming agents of change.

The dimension of affect also plays a critical role across these three thematic areas. When speaking of second language learners, Bolitho et al. (2003) cite three examples of the affective dimension that are pertinent to this discussion. First, the affective dimension may address attitudes that language learners hold toward the target language in post-colonial situations. Second, language learners may hold prejudicial attitudes toward the target language or its peoples, which can also affect their attitude toward learning a language. Third, language learners may struggle to express who they are while speaking the target language and thus have issues with identity (Bolitho et.al,

2003). These observations can also apply to HL students who may experience negative emotional responses toward learning the heritage language or a standard dialect.

Heritage language literature speaks repeatedly of the need to infuse a strong sense of affect into instructional practices. For example, Parodi (2008), who terms the affective dimension ‘psychological skill development,’ recognizes that HL learners commonly exhibit apprehension toward learning a prestige language (Parodi, 2008). Likewise, Potowski and Carreira (2004) acknowledge that affective needs are just as important as other knowledge-based needs in the HL classroom. Romero (2000), who examined Spanish classes at three high schools, found that the use of affective skills promoted a positive change in student behaviors, which in turn contributed to student success.

These thematic areas appear in a number of articles, suggesting that HL learner needs can be met by using holistic instructional approaches more typical of native language arts classes than of second language classes (Potowski & Carriera, 2004; Schwarzer & Petron, 2005; and Webb & Miller, 2000). Although the words ‘thematic approach’ have been used in the current study, the term, ‘model,’ is becoming more prominent in the literature as researchers repeatedly refer to infusing comparable content areas into instruction (Carrasco & Riegelhaupt, 2003, Parodi, 2008). For example, Parodi (2008) recommends a method that features psychological and attitudinal issues, linguistic and sociolinguistic aspects of language, and cultural studies (pp. 211-212). Similarly, Carrasco and Riegelhaupt (2003), who developed a holistic model called META with similar attributes, describe the meta-skills as linguistic, cognitive,

psychological, and cultural knowledge. They recommend that the META model be used for both application in the classroom and for theoretical development.

Even though dialect awareness approaches are promoted in the literature in various formats, especially in African American Vernacular English (AAVE) language research (Rickford, 2006; Seigel, 2006), few studies explore dialect awareness treatment in Spanish HL classrooms. Furthermore, as noted by Valdés, Fishman, Chávez & Pérez (2006), the majority of university Spanish language programs do not apply dialect awareness into the curriculum. For this reason, it is necessary to examine Spanish HL students’ perceptions, experiences, and beliefs toward what happens in the classroom when dialect awareness is implemented in the HL Spanish classroom. The intent is to determine whether dialect awareness as an instructional practice helps to validate students’ ethnolinguistic identity while it also prompts students’ confidence in speaking a Standard Spanish variety.

Kells (2006), supports the need to understand students’ perspectives when she states:

Without new sociolinguistic and applied linguistic research connecting language attitudes to literacy practice, our understanding of the role of ethnolinguistic identity in the retention of Mexican American students at the college level will remain speculative and superficial. Furthermore, understanding our students’ beliefs and attitudes remains critical to framing appropriate and effective classroom practice. (p. 193)

attitudes toward their own language production and ethnolinguistic identity as they experience HL instructional practices. Heritage language speakers are changing the face of the United States, visible through an increase in linguistic pluralism across the nation. Likewise, the shifting face of the foreign language classroom indicates that prescriptive attitudes that alienate a growing student population will no longer work. Consequently, instructional methods employed in heritage language classrooms must be examined to determine their value to the student population for which they are intended.

The current study, then, examines teaching and learning practices that inform Heritage Language learning. Through a mixed-method approach, the study examines dialect awareness in HL Spanish classroom settings where a majority of students are language and bilingual education teaching majors. The research questions that guide this inquiry include the following:

Research Question #1: RQ 1: Does dialect awareness increase HL student confidence in learning a prestige language variety?

Research Question #2: RQ 2: Does dialect awareness treatment impact student attitudes toward Spanish vernacular varieties?

First a survey method was used to obtain pre- and post-student responses to an in-class dialect awareness treatment. Students recorded their attitudes toward speaking a vernacular language variety and toward learning a standard language variety. A post- survey instrument collected students’ language attitudes after receiving DA treatment. Pre and post survey results were analyzed to examine what attitudinal changes, if any, occurred by the end of the semester-long classes. Open-ended questions described

student responses toward particular treatment activities. Two subsequent questions were also asked:

RQ 2-1: If the answer to one or both of these questions is affirmative, what classroom practices do students identify as positively impacting their learning? RQ 2-2: If the answer to one or both of these questions is negative, what other classroom practices do students identify as positively impacting their learning? To examine these questions, I used different qualitative methods, incorporating data from classroom observations and focus group interviews into the descriptive

analysis. I then applied discourse analysis to elucidate the discursive processes that were used in the dialect awareness treatment classroom. Focus group conversations captured on audiotape were subsequently transcribed and analyzed to examine the interface between students’ representation of ethnolinguistic identity and their reactions to DA language teaching practices. This methodological process made it possible to triangulate the findings.