with Josh Frank, Jesse Abing, and Lydia Huerta; Department of Spanish and Portuguese
Many language courses aim to develop a student’s metalinguistic knowledge, to foster a general openness and acceptance of difference, and to advance general critical thinking skills. In a heritage language classroom this means helping the student move from an “it sounds right” strategy to an “it sounds right because… and other people do it differently” strategy. In this presentation, three Spanish heritage language teachers and/or researchers will discuss classroom activities that have these goals in mind. Students are asked to question, defend, and in some instance reassess their assumptions. The tasks specifically focus on Spanish vocabulary, culture, and word order.