Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom

Persistent Link:
http://hdl.handle.net/10150/193890
Title:
Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom
Author:
Lowther Pereira, Kelly Anne
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu's (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies.
Type:
text; Electronic Dissertation
Keywords:
Heritage; Identity; Ideology; Language; Southwest; Spanish
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Second Language Acquisition & Teaching; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Carvalho, Ana Maria

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleIdentity and Language Ideology in the Intermediate Spanish Heritage Language Classroomen_US
dc.creatorLowther Pereira, Kelly Anneen_US
dc.contributor.authorLowther Pereira, Kelly Anneen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation examines the negotiation of language ideologies and identity construction amongst university intermediate level Spanish Heritage Language (SHL) learners in the U.S. Southwest. Combining sociolinguistic and ethnographic methods with discourse analysis, this study seeks to provide deeper insight into the linguistic practices and the negotiation of language ideologies that takes place amongst SHL learners. Data from participant observation of interaction in the SHL classroom throughout the semester, questionnaires, interviews with students and instructor, and student focus group discussions were used to analyze discourses about language and the multiple values placed on English and Spanish in general, and on standard and local varieties of Spanish in particular. More specifically, this study analyzes, through the application of Bourdieu's (1991) notions of linguistic capital and symbolic power, how SHL learners negotiate these values and discourses as they study their heritage language. In addition, this study examines performances of identity observed during interactions within this group of SHL learners, recognizing the construction of multiple social identities, including bilingual, heritage learner and ethnic identities, as a dynamic and complex process that is recurrently shaped by interaction and the negotiation of competing language ideologies.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectHeritageen_US
dc.subjectIdentityen_US
dc.subjectIdeologyen_US
dc.subjectLanguageen_US
dc.subjectSouthwesten_US
dc.subjectSpanishen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairCarvalho, Ana Mariaen_US
dc.contributor.committeememberRuiz, Richarden_US
dc.contributor.committeememberRoth-Gordon, Jenniferen_US
dc.contributor.committeememberMendoza-Denton, Normaen_US
dc.identifier.proquest11020en_US
dc.identifier.oclc659754968en_US
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