High School Heritage Language Courses: The Elusivity of Equity

• In Event: 79.051 - MTCC Roundtable Session 37
  In Roundtable Session: 79.051-11 - Fostering Heritage Languages Across Contexts

Abstract

Indiana’s adoption of heritage language standards demonstrates a promising move toward linguistic and cultural responsiveness for heritage learners (HLs) by promoting HLs’ linguistic development. In this critical, embedded case study findings demonstrate that English language proficiency and English language arts achievement must be sufficient to merit placement in advanced world language classrooms, whereas low levels of English proficiency and achievements tracks HLs into heritage courses, which are positioned as a remedial enclave. HL and World language teachers’ narratives demonstrate their good intentions of meeting the distinct needs of HLs, but such intentions also support a tracking system trapping equity for mostly Spanish-HLs. A critical examination of course structures will illuminate the subtle and pernicious ways equity is trapped for HLs.

Author

• Trish Morita Mullaney, Purdue University