Next Article in Journal
A Corpus-Assisted Discourse Study of Attitudes toward Spanish as a Heritage Language in Florida
Next Article in Special Issue
Reinforcement of Grammatical Structures through Explicit Instruction in Palenquero Creole: A Pilot Study
Previous Article in Journal
Contribution of Nonverbal Cognitive Skills on Bilingual Children’s Grammatical Performance: Influence of Exposure, Task Type, and Language of Assessment
Previous Article in Special Issue
A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish
Article

Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs

Department of Modern Languages and Literatures, Fairfield University, Fairfield, CT 06824, USA
*
Author to whom correspondence should be addressed.
Received: 27 November 2020 / Revised: 11 February 2021 / Accepted: 17 February 2021 / Published: 27 February 2021
(This article belongs to the Special Issue Instructed Heritage Language Acquisition in Diverse Contexts)
Despite the prevalence of mixed language programs across the United States, their impact on the unique socio-affective needs of heritage language (HL) students has not been researched sufficiently. Therefore, the present study examines HL learners’ critical language awareness (CLA) in a mixed Spanish undergraduate program at a small private university in the eastern United States. Sixteen HL learners enrolled in different Spanish upper-level courses participated in the study. Respondents completed an existing questionnaire to measure CLA, which includes 19 Likert-type items addressing different areas, such as language variation, language ideologies, bilingualism, and language maintenance. Overall, the results show that learners in the mixed language program under study have “somewhat high” and “high” levels of CLA. The increased levels of CLA in learners who had completed three courses or more in the program, coupled with their strong motivation, suggests that this program contributes positively toward HL students’ CLA. However, respondents’ answers also reveal standard language ideologies, as well as the personal avoidance of code-switching. Based on these findings, two areas that could benefit from a wider representation in the curriculum of mixed language programs are discussed: language ideologies and plurilingual language practices. View Full-Text
Keywords: critical language awareness; language attitudes; mixed language program; standard language ideology; code-switching; language variation; plurilingualism critical language awareness; language attitudes; mixed language program; standard language ideology; code-switching; language variation; plurilingualism
MDPI and ACS Style

Gasca Jiménez, L.; Adrada-Rafael, S. Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs. Languages 2021, 6, 37. https://0-doi-org.brum.beds.ac.uk/10.3390/languages6010037

AMA Style

Gasca Jiménez L, Adrada-Rafael S. Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs. Languages. 2021; 6(1):37. https://0-doi-org.brum.beds.ac.uk/10.3390/languages6010037

Chicago/Turabian Style

Gasca Jiménez, Laura, and Sergio Adrada-Rafael. 2021. "Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs" Languages 6, no. 1: 37. https://0-doi-org.brum.beds.ac.uk/10.3390/languages6010037

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop