Responsibly Responding to Latinx College Students Enrolled in Spanish Heritage Language Classes

• In Event: Latinx College Athletics, Identity, Masculinity Constructs, and Language Culture

Abstract

Existing qualitative research has not adequately explored students’ perceived experiences in Spanish heritage language classes. This phenomenographic study highlights the ways in which students’ reflections on their experiences in linguistically diverse Spanish heritage language classes can influence current approaches to heritage language instruction. Semi-structured interviews with five Latinx college students led to the identification of themes that described the building up and breaking down of students’ Spanish in the heritage language classroom. Findings suggest the need for caring perspectives and actions in the Spanish heritage language instructional context. A caring curriculum and pedagogy affirm value in students and their varieties of Spanish as a heritage language.

Author

• Jason A. Kemp, Wisconsin Center for Education Research