Mi lengua

Spanish as a Heritage Language in the United States, Research and Practice

Nonfiction, Reference & Language, Foreign Languages, Spanish, Language Arts, Linguistics
Cover of the book Mi lengua by , Georgetown University Press
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781589019034
Publisher: Georgetown University Press Publication: April 17, 2003
Imprint: Georgetown University Press Language: English
Author:
ISBN: 9781589019034
Publisher: Georgetown University Press
Publication: April 17, 2003
Imprint: Georgetown University Press
Language: English

An increasing number of U.S. Latinos are seeking to become more proficient in Spanish. The Spanish they may have been exposed to in childhood may not be sufficient when they find themselves as adults in more demanding environments, academic or professional. Heritage language learners appear in a wide spectrum of proficiency, from those who have a low level of speaking abilities, to those who may have a higher degree of bilingualism, but not fluent. Whatever the individual case may be, these heritage speakers of Spanish have different linguistic and pedagogical needs than those students learning Spanish as a second or foreign language.

The members of the American Association of Teachers of Spanish and Portuguese (AATSP) have identified teaching heritage learners as their second greatest area of concern (after proficiency testing). Editors Ana Roca and Cecilia Colombi saw a great need for greater availability and dissemination of scholarly research in applied linguistics and pedagogy that address the development and maintenance of Spanish as a heritage language and the teaching of Spanish to U.S. Hispanic bilingual students in grades K-16. The result is Mi lengua: Spanish as a Heritage Language in the United States.

Mi lengua delves into the research, theory, and practice of teaching Spanish as a heritage language in the United States. The editors and contributors examine theoretical considerations in the field of Heritage Language Development (HLD) as well as community and classroom-based research studies at the elementary, secondary, and university levels. Some chapters are written in Spanish and each chapter presents a practical section on pedagogical implications that provides practice-related suggestions for the teaching of Spanish as a heritage language to students from elementary grades to secondary and college and university levels.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

An increasing number of U.S. Latinos are seeking to become more proficient in Spanish. The Spanish they may have been exposed to in childhood may not be sufficient when they find themselves as adults in more demanding environments, academic or professional. Heritage language learners appear in a wide spectrum of proficiency, from those who have a low level of speaking abilities, to those who may have a higher degree of bilingualism, but not fluent. Whatever the individual case may be, these heritage speakers of Spanish have different linguistic and pedagogical needs than those students learning Spanish as a second or foreign language.

The members of the American Association of Teachers of Spanish and Portuguese (AATSP) have identified teaching heritage learners as their second greatest area of concern (after proficiency testing). Editors Ana Roca and Cecilia Colombi saw a great need for greater availability and dissemination of scholarly research in applied linguistics and pedagogy that address the development and maintenance of Spanish as a heritage language and the teaching of Spanish to U.S. Hispanic bilingual students in grades K-16. The result is Mi lengua: Spanish as a Heritage Language in the United States.

Mi lengua delves into the research, theory, and practice of teaching Spanish as a heritage language in the United States. The editors and contributors examine theoretical considerations in the field of Heritage Language Development (HLD) as well as community and classroom-based research studies at the elementary, secondary, and university levels. Some chapters are written in Spanish and each chapter presents a practical section on pedagogical implications that provides practice-related suggestions for the teaching of Spanish as a heritage language to students from elementary grades to secondary and college and university levels.

More books from Georgetown University Press

Cover of the book Restored to Earth by
Cover of the book An Ethics of Biodiversity by
Cover of the book Understanding Cyber Conflict by
Cover of the book Discourse 2.0 by
Cover of the book El español y la lingüística aplicada by
Cover of the book Between Terror and Tolerance by
Cover of the book Collaborative Public Management by
Cover of the book The Christian Case for Virtue Ethics by
Cover of the book Sin, Forgiveness, and Reconciliation by
Cover of the book En otras palabras by
Cover of the book Attending Children by
Cover of the book Burma by
Cover of the book Spanish as a Heritage Language in the United States by
Cover of the book From Latin to Romance in Sound Charts by
Cover of the book Wartime Sexual Violence by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy