Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia

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Despite the increase in studies on Spanish as a heritage language (SHL), few focus on spelling, with research limited to the U.S. According to the adaptive control hypothesis, language production is governed by control processes, which adapt to the demands of real-world interactional contexts. In this article, these control processes are inferred from the interlingual spelling errors observed in Gibraltarian SHL speakers. The hypothesis is that the Gibraltar dense code-switching context will be manifested in a high number of interlingual misspellings in Spanish due to English interference. Misspellings were identified in the written productions of a sample of 80 Gibraltarian pre-college SHL students (N = 40 in...

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Tipo: artículo

Metodología: estudio empírico

Temas: literatura

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Este estudio tiene como objetivo identificar cómo los textos escritos por autoras chicanas influyen en las emociones del alumnado de lenguas extranjeras, en su motivación, interés, esfuerzo y participación socioemocional. Desde un enfoque cualitativo y cuantitativo y una perspectiva de pedagogía crítica, se trabajaron obras de un grupo de escritoras en un curso del Grado de Estudios Ingleses. La observación sistemática, apoyada en una rúbrica junto con las reflexiones del estudiantado y un cuestionario, reveló un aumento progresivo en su implicación, profundidad discursiva y expresión afectiva. Los resultados muestran que estos textos, al combinar inglés y español y abordar temas de...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia

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El español como lengua de herencia en Estados Unidos y su interacción con el inglés ha sido ampliamente estudiado desde hace décadas. En dicho contexto, la lengua familiar es el español, que se ve influida por la lengua mayoritaria, el inglés. En Castilla y León (España) también hay contextos de habla familiares en los que el español interactúa con el inglés. Sin embargo, en estos ambientes la lengua familiar es el inglés y la lengua mayoritaria es el español, es decir, se produce la situación inversa. Por esta razón, conviene reflexionar sobre si los procesos de erosión ampliamente estudiados en el español de herencia de EE.UU. son similares a los del español de hablantes angloparlantes en España. Así, en...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua de herencia

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The present investigation examines the role of Spanish noun gender-correlated endings when accessing gender agreement in two different linguistic populations: Spanish-English bilingual heritage speakers and monolingual speakers of Spanish. This study analyzed data from 34 monolingual speakers of Spanish from the Dominican Republic and 44 heritage speakers of Spanish born in the United States who completed a picture naming task in Experiment 1 (determiner-noun agreement) and a picture description task in Experiment 2 (noun-adjective agreement). Results found that canonicity, particularly overt gender marking cues, seemed to have a facilitatory effect for monolingual speakers as seen by significantly faster...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

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Extended oral production has seldom been used to explore adjectival and verbal agreement in L2 Spanish. This study examines oral narrations to compare the agreement behavior, speech rates, and patterns of errors of highly proficient Spanish heritage and L2 learners (early and late bilinguals, respectively), whose L1 is English, with those of native controls. Although both bilingual groups displayed high agreement accuracy scores, only the early bilinguals performed at or close to ceiling. In addition, the L2 learners spoke significantly more slowly than the heritage and native speakers, who displayed similar speech rates. Explanations accounting for the differences in speech rates and agreement accuracy include age of acquisition of Spanish, syntactic distance between a noun and its adjective, and task effects. All of these factors...

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Tipo: libro

Metodología: trabajo teórico

Temas: enseñanza/aprendizaje de lenguas

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"El inglés, cuanto antes mejor"; "yo soy ya muy mayor para aprender idiomas"; "en los colegios bilingües ni se aprende la lengua ni los contenidos"; "para aprender bien inglés, lo mejor, una persona nativa"; "en España se nos dan mal los idiomas porque no estamos acostumbrados a ver la televisión en versión original"; "si no te vas al extranjero, no vas a aprender" o "un idioma no puede aprenderse online" son algunas de las opiniones acerca del aprendizaje de lenguas que se escuchan en el discurso social. Ahora bien, ¿qué hay de verdad en estas afirmaciones? ¿Se trata de mitos y creencias infundadas o existen evidencias empíricas que sustenten estas aseveraciones? El objetivo de este libro es precisamente...

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Tipo: libro

Metodología: revisión bibliográfica

Temas: cognición y procesamiento

Resumen:

Does the language we speak affect the way we think? This Element provides a synthesis of contemporary research on the interplay between language and cognition in speakers of two or more languages and examines variables deemed to impact bilingual acquisition and conceptualization of language-specific thinking patterns during L2 learning. An overview of different yet interrelated studies is offered across a variety of conceptual domains to illustrate different approaches and key variables. The comparison of monolingual and bilingual data demonstrates the highly integrative nature between L2 learning and the changing of one's entire cognitive outlook in L2 speakers. This Element makes relevant connections between language learning and bilingual cognition, aiming to shed new light on how learners acquire conceptual distinctions of the...

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Tipo: artículo

Metodología: estudio empírico

Temas: diseño curricular

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The present study applies critical race theory and a raciolinguistic perspective to understand the orientations of language programs in the United States towards developing bilingualism. More specifically, the study draws on survey and in-depth interview data from self-identified Latinx Spanish-English bilinguals who participated in English-dominant and bilingual curricula. We establish that the practices and policies of extant programs are grounded in injurious ideologies that result in the racialization of Latinx students. In particular, the results point to multiple factors—student assessment and placements, teachers' linguistic and social profiles, and instructors' corrective feedback—all of which racialize heritage Spanish speakers by essentializing and homogenizing them and by linking them to notions of "other", often with...

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Tipo: artículo

Metodología: trabajo teórico

Temas: bilingüismo

Resumen:

This paper aims to redefine Spanish language education in the U.S. by showing how the increased presence of Latinx Spanish-speakers in classrooms brings into question the traditional way in which Spanish language teaching is divided into three, separate fields: as a foreign language, in bilingual education, and as a heritage language. It proposes that Spanish language education focuses on the ways in which the numerous U.S. Latinx perform language, and the reasons for their ways of languaging. The article explores the linked histories of Spanish language education in the U.S and racialization of the U.S. Latinx community. A review of how Spanish language education has constituted itself as three separate fields is then presented, as the cracks in the divisions today are analyzed. The article then proposes a reconstitution of Spanish...

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Tipo: artículo

Metodología: estudio empírico

Temas: cognición y procesamiento

Resumen:

This study compares metalinguistic awareness of students in a one-way partial Spanish immersion (IMM) program to that of their English-only (ENG) counterparts at the same school. Students in grades 3 and 5 from each program completed a sentence grammaticality judgment task in English delivered orally. Measures of IMM students' Spanish proficiency were included to examine the relationship between L2 Spanish ability and metalinguistic awareness. Grade 5 IMM students outperformed ENG students on the grammatically anomalous sentences, but no difference was found at grade 3. For the semantically anomalous sentences, IMM students outperformed their ENG counterparts at grade 3, but the reverse was true for grade 5. In summary, IMM student… performance on the anomalous sentence tasks did not show a robust bilingual advantage when compared to...

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