Kelly Lowther Pereira

This dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu’s (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies.

This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education. The book’s purpose is two-fold: to fill a crucial gap in empirical research on community service-learning in the heritage language context, as well as to provide language educators and practitioners essential guidelines for designing community service-learning courses, with particular attention paid to the characteristics and needs of Spanish heritage language learners. This book presents compelling evidence demonstrating the central role community service-learning plays in developing heritage language learners’ identities, connections to the heritage language community, language attitudes, and social, cultural, and sociolinguistic awareness. Importantly, this book also addresses the often-overlooked perspectives of community partners and liaisons. As the first original research monograph on community service-learning for Spanish heritage language learners, this pioneering book will undoubtedly aid students, instructors and administrators across all levels of language education.