Multiliteracies Pedagogy and Language Learning : Teaching Spanish to Heritage Speakers

Description

This book is the first volume to be devoted to the examination of the application of the multiliteracies pedagogical framework to the teaching of Spanish to heritage language learners in higher education institutions in the United States. The Hispanic population is a growing minority, and the presence of heritage speakers can be observed in second language Spanish classes in all levels of education, which presents unique challenges for practitioners. This collection focuses on differing populations of learners in educational settings in a variety of geographical areas, such as Arizona, California, Maryland, Massachusetts, Ohio, Tennessee, and Texas. The studies included in the volume offer invaluable data and methodological insights into the instructional advantages of multiliteracies pedagogies in heritage language classrooms, and they will appeal to Spanish practitioners and researchers, as well as those interested in the education and practice of heritage languages. Front Matter ....Pages i-xiii A Match Made in Heaven: An Introduction to Learning by Design and Its Role in Heritage Language Education (Gabriela C. Zapata)....Pages 1-26 Designing a Comprehensive Curriculum for Advanced Spanish Heritage Learners: Contributions from the Multiliteracies Framework (María Luisa Parra, Araceli Otero, Rosa Flores, Marguerite Lavallée)....Pages 27-66 The Role of Digital, Learning by Design Instructional Materials in the Development of Spanish Heritage Learners’ Literacy Skills (Gabriela C. Zapata)....Pages 67-106 Language and Power in a Medical Spanish for Heritage Learners Program: A Learning by Design Perspective (Glenn Martínez, Karmin San Martín)....Pages 107-128 Community Service Learning, Learning by Design, and Heritage Learners: A Case Study (Diana Ruggiero)....Pages 129-147 Positional Identities, Access to Learning Opportunities, and Multiliteracies: Negotiations in Heritage and Non-heritage Spanish-Speaking Students’ Critical Narratives (Hayriye Kayi-Aydar)....Pages 149-174 Heritage Language Development of Pre-service Bilingual Teachers: How a Practice-Situated Intervention Promoted Multiliteracy (Liliana Grosso Richins, Holly Hansen-Thomas)....Pages 175-195 Multiliteracies Pedagogy and Heritage Language Teacher Education: A Model for Professional Development (Manel Lacorte)....Pages 197-225 Concluding Remarks (Manel Lacorte)....Pages 227-232 Back Matter ....Pages 233-240