Spanish heritage language learners in Canadian high school Spanish classes : negotiating ethnolinguistic identities and ideologies
Notice bibliographique
Résumé
Many young people today are growing up with two or more languages. The development of their heritage language (HL) plays a role in the learners’ intellectual development, cultural identification, and family and HL community relations. Growing numbers of students are thus choosing to enrol in high school or post-secondary language classes for their HL development, posing challenges for teachers who generally have to teach them alongside other (non-HL) “foreign language” (FL) students. Although this area of research, particularly in relation to the teaching of Spanish in the United States, is growing, few studies have looked at the interactions of HL and FL students in mixed classes at the high school level in Canada or elsewhere. This ethnographic case study investigated the interactions and positionings of Spanish HL (SHL) students in intermediate high school Spanish FL (SFL) classes. Three classes were observed over a six-month period and interviews were conducted with all participating students and teachers. One class was then chosen for in-depth analysis for this thesis. The goal of the study was to analyse the nature of the interactions of SHL and SFL students in order to provide insights into how best to accommodate various types of students in one language course. The study found that the SHL students were positioned in various ways depending on the instructional (whole class or group) setting and the nature of the students’ relationships to those they were working with. Their various types and levels of language expertise was one factor in how they were perceived, with greater oral expertise at times making their cultural heritage more salient to their teacher and classmates. The SHL students’ ages and social group affiliations were also important factors affecting their status in class. In fact, their ages or particular groups of friends were sometimes found to be greater factors in how their classmates and teacher perceived them than their language expertise. The study offers new insights into the complex nature of teaching SHL and SFL students in one class at the high school level and offers implications for pedagogy, theory and future research.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».