Learning and Not Learning in the Heritage Language Classroom

147 pages. Temps de lecture estimé 1h50min.
Provides unique and frank insights into Mexican-origin student engagement with and resistance to learning Spanish as a heritage languageLearning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes.Chapter 1. Beginnings and Endings Chapter 2. From Cecilia Paulson to Downtown High School, Research Questions, Methodology and Theoretical Frameworks, (Fall 2004)  Chapter 3. Hablais Como Pachucos Chapter 4. It’s Not Real; it’s Just Spanish Class Chapter 5. The Tao of Teaching  Chapter 6. Place and Project-Based Spanish Heritage Language Teaching and Learning Chapter 7. Then and Now