- Author(s): Mendoza C.H., Taylor A.
- Author(s) ID: 57189259506;14827618400;
- Document Type: Book Chapter
- Publication Stage: Final
- Volume: | Issue: | Article Number:
- Page Start – 219 | Page End – 235 | Page Count:
- Cited By:
- DOI: 10.4324/9780429289163-11-17
- EID: Scopus2-s2.0-85105161824
Spanish-immersion study abroad (SA) programs have largely been designed to help second language (L2) learners develop linguistic proficiency and integrate into host communities. Insofar as they implicitly ascribe a default white, middle-class, L2 status to participants, these programs rarely consider what linguistic proficiency or cultural integration might look or feel like from Spanish heritage language learners’ perspectives. Heritage language participants abroad are often held to higher standards of linguistic proficiency than their L2 peers yet are sanctioned, often in racialized terms, for their use of nonstandard language varieties. This chapter offers strategies for designing SA programs to foster what we call critical sociocultural linguistic literacy (CSLL), an array of sociolinguistic and translingual capabilities, including sociopragmatic and stylistic variation, within a framework of critical language awareness. SA programs designed to match students with nonprofit community organizations to deal with real-world social- and environmental-justice issues encourage learners to unmask and negotiate racial and class ideologies embedded in everyday language use. Developed with heritage language learners in mind, CSLL-focused programs bring us to reconsider not only how we develop curricula but also how we choose in-country partners, coordinate homestays, and even conceptualize the divide between “domestic” and “abroad” forms of community-based or experiential learning. © Designs and Patents Act 1988.
Heritage Speakers of Spanish and Study Abroad