Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries

  1. Ainciburu, María Cecilia 13
  2. Buyse, Kris 12
  3. Gallego-García, Marta 12
  4. González Melón, Eva 2
  1. 1 Departamento de Lenguas Aplicadas, Facultad de Lenguas y Educación, Universidad Nebrija, 28015 Madrid, Spain
  2. 2 Linguistics, Leuven Language Institute, Faculty of Arts, KU Leuven, 3000 Leuven, Belgium
  3. 3 Department of Business and Law, Faculty of Economics, Law and Political Sciences, Universitá degli Studi di Siena, 53100 Siena, Italy
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Revista:
Languages

ISSN: 2226-471X

Año de publicación: 2023

Volumen: 8

Número: 4

Páginas: 281

Tipo: Artículo

DOI: 10.3390/LANGUAGES8040281 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Languages

Objetivos de desarrollo sostenible

Resumen

An individual’s social identity, often overlooked in Europe in the field of Spanish as a second or foreign language (S2L/SFL), has always been the focus of attention in the teaching of heritage Spanish in the USA, especially in programmes designed from critical pedagogy and based on a reconstructive narrative of Latino immigration. There, heritage speakers (HS) strengthen their identity as linguistic experts and contribute to positive social change that counteracts the scholastic subordination of Spanish to English in primary schools. In this research based on verified questionnaires, we investigate in the European context (Italy, Poland, Germany, Portugal, and Belgium) how primary–middle school HSs attending extracurricular S2L/SFL classes self-perceive their identity in comparison to S2L/SFL students. The results show that the incidence of the factor “country of origin” is central to identity recognition and highlight the feelings linked to different classroom conditions and dynamics for heritage and S2L/SFL students. To conclude, these results are contrasted with those obtained in the United States.

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Información de financiación

Financiadores

  • FEDER/Ministerio de Ciencia, Innovación y Universidades—Agencia Estatal de Investigación
    • PID2022-138973OB-C22

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