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Bibliografía - Second Language Research & Practice

Microaggressions and intercultural competence in the Spanish classroom

Marcela van Olphen, Silvia M. Peart (2022)

En Second Language Research & Practice vol. 3-1

Microaggressions are subtle offensive mechanisms that can be intentional or unintentional (Pierce, 1970). For the past 50 years, researchers have documented their damaging effects on peoples’ mental and physical health. In this report, we focus on microaggressions in the Spanish classroom and with Latino/Latinx/Hispanic students, including their damaging effects within the context of changing demographics in the United States, how they impact our language classrooms, and how they can be mitigated through language curricula that promote intercultural citizenship. Also, we share strategies and suggestions to counter microaggressions in the language classroom, grounded in the assumption that to support socially just learning environments, educators must create a healthy atmosphere where all students feel safe, respected, and validated, and are held to high academic and civic standards. We believe that language teachers are uniquely positioned to create learning environments that model intercultural perspectives and foster the necessary openness to analyze and understand different perspectives as students advance their intercultural competence.

Toward inclusive and relevant second language education for Black students

Germán Zárate-Sández (2021)

En Second Language Research & Practice vol. 2-1

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In this report, I describe the research and curricular changes I am implementing to deal with issues of inequity encountered by Black students in the Spanish program I direct at Western Michigan University. In the first stage, a comprehensive analysis of student demographics, enrollment, and academic performance over six years revealed that Black and African American students begin Spanish education at high rates but are less likely to advance to courses beyond second-year Spanish and more likely to obtain lower final grades than other groups. These findings are consistent with literature showing similar patterns of participation and achievement among Black students in language learning across secondary and higher education. Following methodologies used in previous studies, the second phase of the project consists of a comprehensive needs analysis composed of surveys, interviews, and class observations aimed at better understanding Black students’ experiences and needs in my department’s Spanish program. Based on results from the needs analysis, the last part of the project will educate personnel in the program on issues of equity and diversity and will implement changes in the curriculum to make our Spanish courses more relevant for Black students.

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