Empowering Learners of Spanish
Photo by Manuel Barroso Parejo, CC
Department of Romance Languages, University of Oregon
This collection of activities based on Critical Pedagogies serves to introduce students to a range of concepts in sociolinguistics and critical inquiry into language ideologies. The activities are written in both English and Spanish, and resources are also in both languages.
Working in two languages will allow students to reproduce the linguistic practices of bilinguals. Heritage learners of Spanish should find these practices familiar, and students learning Spanish as a second language will benefit from the scaffolding of using some English. Language development for both profiles of students can be enhanced with the techniques of “intercomprehension”, outlined in the “Guide to intercomprehension” in the resource section below.
Instructors can decide what language(s) students should use to participate and respond (Spanish, English, Spanglish), depending on their local context, student level, and course objectives. This is an unordered list of activities; there is no implied sequencing.
For questions, suggestions, and/or comments, please contact us:
Claudia Holguín Mendoza, University of Oregon email@example.com
Robert L. Davis, University of Oregon firstname.lastname@example.org
Munia Cabal Jiménez, Western Illinois University email@example.com
Julie Weise, University of Oregon firstname.lastname@example.org
Kelley León Howarth, University of Oregon email@example.com
Heather Quarles, University of Oregon firstname.lastname@example.org
Strategies for increasing comprehension when reading in a second or heritage language (in this case, Spanish). This general guide can be used alongside other activities to support students’ reading.
Inventory and definition of concepts crucial to the understanding of the sociopolitical and historical contexts of speakers of a given language—in this case, the many varieties of Spanish.
Performance statements to measure four major areas of critical metalinguistic awareness, with sub-areas that show progress towards the major goals.
LESSONS / UNIDADES
A short introduction to basic concepts of Sociolinguistics, and the role of prescriptive organizations like the Real Academia Española. (English version)
Introduction to basic concepts of language variation, the effects of language contact, and role of prescriptive organizations like the Real Academia Española. (Spanish version)
Critical look at writing systems and how they encode language ideologies.
Overview of the historical context of Mexican-American immigration and deportation; study of how regional variation in language is used in a popular artistic medium to communicate identity and show solidarity.
Study of attitudes towards Spanish and language learning by examining on-line media (video and user comments).
The study of the origin of the Spanish language; recognition of the impact of bilingualism in the history of the language and its varieties. Validation of the use of its many varieties.
The study of linguistic prescriptivism and descriptivism; a reflexion on how linguistic prescriptivism influences language ideologies and our attitudes about our own and others’ usage.
This unit of three lessons focus on teaching history, culture, and linguistic variation of Latin America and the U.S. using music.
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