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Indigenous America in the Spanish Language Classroom

Anne Fountain (2023)

Although Indigenous peoples are active citizens of the Americas, many Spanish language teachers lack the knowledge and understanding of their history, culture, and languages that is needed to present the Spanish language in context. By presenting a more complete picture of the Spanish speaking world, Indigenous America in the Spanish Language Classroom invites teachers to adjust their curricula to create a more inclusive classroom.

Anne Fountain provides teachers with key historical and cultural information about Indigenous peoples throughout the Americas and explains how to incorporate relevant resources into their curricula using a social justice lens. This book begins with an overview of the Iberian impact on Indigenous Americans and connects it to language teaching, giving practical ideas that are tied to language learning standards. Each chapter finishes with a list for further reading, inviting teachers to dig deeper. The book ends with a set of ten conclusions and an extensive list of resources organized by topic to help teachers find accurate information about Indigenous America to enrich their teaching. Fountain includes illustrations that relate directly to teaching ideas.

Índice
Introduction

1. Conquests and the impact on indigenous languages and cultures

2. New perspectives: The Quincentennial and the 21st century

3. Ideas for Language Classes

4. Spanish American literature with indigenous perspectives

5. Ideas for Latin American Studies

6. Conclusions and resources

Glossary

Appendix A: Useful texts: Guaman Poma’s Chronicle and The Book of Chilam Balam of Chumayel

Appendix B: Designing online options

Outcomes of University Spanish Heritage Language Instruction in the United States

VV. AA. (2022)

n the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages.

Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages.

CONTENTS
Introduction: Why and How to Examine Outcomes of Heritage Language Instruction
Melissa A. Bowles

Part I: Morphosyntactic Outcomes

1. Modality Matters! A Look at Task-Based Outcomes
Julio Torres

2. The Differential Effects of Three Types of Form-Focused Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners
Sara M. Beaudrie and Bonnie C. Holmes

3. Effects of Instruction on Specific Measures of Accuracy in Spanish Heritage Learners' Writing
Adrián Bello-Uriarte

4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process
Celia Chomón Zamora

5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In?
Sara Fernández Cuenca and Melissa A. Bowles

Part II: Social and Educational Outcomes

6. "Incorporating Our Own Traditions and Our Own Ways of Trying to Learn the Language": Beginning-Level Spanish as a Heritage Language Students' Perception of Their SHL Learning Experience
Damián Vergara Wilson

7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education
Claudia Holguín Mendoza

8. Toward an Understanding of the Relationship between Heritage Language Programs and Latinx Student Retention and Graduation: An Exploratory Case Study
Josh Prada and Diego Pascual y Cabo

9. Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks
Florencia G. Henshaw

Afterword: Studying Outcomes to Bridge the Gap between Teaching and Learning
Maria M. Carreira

Teaching World Languages for Specific Purposes

Diana M. Ruggiero (2022)

Learner-centered practical strategies, models, and resources for the development of world languages for specific purposes curriculum.

The world today is changing, and college-level language departments are rethinking and revamping their vision and curricular offerings as a result. The field of world languages for specific purposes (WLSP) presents a solution to these challenges, helping students develop language skills and intercultural competencies as they focus on content-based professional areas such as business, law, and medicine. As demand for these courses grows, teachers and administrators seek research-based information on how to develop and teach WLSP curricula. This book bridges theory and practice, inviting scholars, educators, students, and professionals of all areas of world language specialization to create new opportunities for their students.

Teaching World Languages for Specific Purposes provides practical strategies, models, and resources for developing WLSP curricula through a learner-centered approach grounded in empathy and compassion. Author Diana M. Ruggiero begins with an overview of the scholarship and purpose of WLSP, providing a firm foundation for teachers. She then guides teachers through each key step of WLSP pedagogy, from course development to formative assessment of students. Along the way, Ruggiero addresses important topics such as language interpretation, culture, the needs of heritage learners, and the role of community service learning (CSL) in WLSP. Included in the conversation are new considerations for WLSP and CSL in the wake of COVID-19. Resources for further curriculum development, models for assignments and assessments, sample lesson plans and lesson planning materials, and much more are available in the appendixes, making this a rich resource for all world languages educators.

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