Practiced Language Policy in a United States Secondary Spanish for Heritage Speakers Course

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT071 (Saturday)

Abstract

The objective of this case study (Cresswell & Poth, 2018) is to understand how the teacher and students, co-create language policy in the Spanish for Heritage Speaker classroom, where stakeholders cannot rely on state mandated language-in-education policy. The context is a high school in Iowa that is currently in its second year of implementation of its Spanish for Heritage Speakers course. This project takes a ground up approach to language policy studies in the hopes that in making explicit how students and the classroom teacher “actually and usually” (Bonacina-Pugh, 2021) do language in the classroom, educators and policy makers can make policy decisions that do not provide economic support and ensure an additive approach to multilingual education.

Author

• Kara Marie Rash, University of Iowa