Heritage, Identity, and Learning at Stake: Marginalization in a Diverse Spanish Class
A surge of diverse heritage language learners in American schools has contradicted the longstanding ideology that this population is monolithic. Previous theories about separating foreign language learners (FLLs) and heritage language learners (HLLs) are problematic because they fail to address the diversity of the HLLs that end up in schools today. This research report lends support for the claim that less proficient HLLs are more suitable for a heterogeneous beginning language class than those that are highly proficient. Placing a highly proficient HLL in a beginning level language course can actually be detrimental to both emergent learners' development and the educational outcomes of the entire classroom community. Moreover, the monumental task of teaching a heterogeneous class like the one analyzed here complicates and is complicated by an already-problematic school context. This study exhibits how the classroom talk privileged certain classmates while marginalizing others, halting educational progress.
Year of publication: |
2016
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Authors: | Goulette, Elizabeth |
Published in: |
International Journal of Bias, Identity and Diversities in Education (IJBIDE). - IGI Global, ISSN 2379-7355, ZDB-ID 2847304-8. - Vol. 1.2016, 1 (01.01.), p. 1-12
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Publisher: |
IGI Global |
Subject: | Classroom Talk | Discourse | Heritage Language Learners | Heterogeneous Classes | Learning Opportunities | Positioning | Socially Situated Identities |
Saved in:
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