The Ideology of U.S. Spanish in Foreign and Heritage Language Curricula: Insights from Textbooks and Instructor Focus Groups

Persistent Link:
http://hdl.handle.net/10150/323442
Title:
The Ideology of U.S. Spanish in Foreign and Heritage Language Curricula: Insights from Textbooks and Instructor Focus Groups
Author:
Al Masaeed, Katharine Burns
Issue Date:
2014
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.
Embargo:
Release 1-Jun-2015
Abstract:
According to data from the U.S. Census Bureau (2012), the United States is the world's fifth most populous Spanish-speaking country, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined, as detailed in a 2010 report from the Modern Language Association (MLA). How are these two realities connected? Is the United States' status as a top Spanish-speaking country reflected in Spanish as a Foreign Language (SFL) and Spanish as a Heritage Language (SHL) curricula at the university level? This case study of a large, Southwestern university, which is home to SFL and SHL programs among the largest in the country, explores that question using a two-tiered approach. First, Critical Discourse Analysis (CDA) is employed to examine the ideological underpinnings of how spoken varieties of Spanish, with particular emphasis on U.S. Spanish, are presented in first-year and second-year university-level SFL and SHL textbooks used at the university. Second, focus groups of SFL and SHL instructors are conducted to gain insight into their beliefs and practices regarding language variety in the classroom. The study finds a systematic reinforcement of the ideology of a monolithic 'standard' Spanish in the SFL and SHL textbooks and curricula, with only cursory attention paid to regional varieties of Spanish and an oftentimes explicit de-legitimization of U.S. Spanish in particular.
Type:
text; Electronic Dissertation
Keywords:
foreign and heritage language; Language ideology; language variety; textbooks; U.S. Spanish; Second Language Acquisition & Teaching; critical discourse analysis
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Second Language Acquisition & Teaching
Degree Grantor:
University of Arizona
Advisor:
Waugh, Linda R.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Ideology of U.S. Spanish in Foreign and Heritage Language Curricula: Insights from Textbooks and Instructor Focus Groupsen_US
dc.creatorAl Masaeed, Katharine Burnsen_US
dc.contributor.authorAl Masaeed, Katharine Burnsen_US
dc.date.issued2014en
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.releaseRelease 1-Jun-2015en_US
dc.description.abstractAccording to data from the U.S. Census Bureau (2012), the United States is the world's fifth most populous Spanish-speaking country, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined, as detailed in a 2010 report from the Modern Language Association (MLA). How are these two realities connected? Is the United States' status as a top Spanish-speaking country reflected in Spanish as a Foreign Language (SFL) and Spanish as a Heritage Language (SHL) curricula at the university level? This case study of a large, Southwestern university, which is home to SFL and SHL programs among the largest in the country, explores that question using a two-tiered approach. First, Critical Discourse Analysis (CDA) is employed to examine the ideological underpinnings of how spoken varieties of Spanish, with particular emphasis on U.S. Spanish, are presented in first-year and second-year university-level SFL and SHL textbooks used at the university. Second, focus groups of SFL and SHL instructors are conducted to gain insight into their beliefs and practices regarding language variety in the classroom. The study finds a systematic reinforcement of the ideology of a monolithic 'standard' Spanish in the SFL and SHL textbooks and curricula, with only cursory attention paid to regional varieties of Spanish and an oftentimes explicit de-legitimization of U.S. Spanish in particular.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectforeign and heritage languageen_US
dc.subjectLanguage ideologyen_US
dc.subjectlanguage varietyen_US
dc.subjecttextbooksen_US
dc.subjectU.S. Spanishen_US
dc.subjectSecond Language Acquisition & Teachingen_US
dc.subjectcritical discourse analysisen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorWaugh, Linda R.en_US
dc.contributor.committeememberWaugh, Linda R.en_US
dc.contributor.committeememberFielder, Grace E.en_US
dc.contributor.committeememberGilmore, Perryen_US
dc.contributor.committeememberHernández, Todd A.en_US
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