Josh Prada | Indiana University Indianapolis (original) (raw)

Papers by Josh Prada

Research paper thumbnail of International Journal of Bilingual Education and Bilingualism ISSN: (Print) ( The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content

Josh Prada, 2021

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular r... more This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.

Research paper thumbnail of Developing Critical Sociolinguistic Awareness Through Linguistic Landscapes in a Mixed Classroom: The Case of Spanish in Texas Spanish as a foreign and heritage language · Critical perspectives · Bilingualism · Translanguaging

Language Teaching and the Linguistic Landscape (Springer), 2020

Mainstream educational systems often replicate and perpetuate socio-political views, and therefor... more Mainstream educational systems often replicate and perpetuate socio-political views, and therefore, it is not surprising that the social and cultural value of minority languages is often disregarded and overlooked. Aiming at developing tools to enhance students' critical awareness toward the value of these languages and the communities that use them, this chapter operationalizes linguistic landscapes (here-after LLs) as a pedagogical tool in an advanced Spanish course among a mixed group of students (i.e., a combination of Spanish as a second language and heritage language learners). With a sharp focus on US Spanish and adopting an applied (socio)linguistic approach, we report on the effects of implementing a didactic unit evolving around the notion of LLs at the college level. The unit consisted of teacher-led lectures, readings, homework assignments, students' analyses and reflections of an adapted version of an original LL dataset, and an ethnographic project. Qualitative data were obtained through questionnaires, written reflections, and the final project. The results reveal that LL-based pedagogies may provide students with a toolkit to enhance their sociolinguistic awareness, develop a critical perspective on local/ community languages in their area, and how these languages co-exist alongside official/majority languages.

Research paper thumbnail of Words matter: Translanguaging in medical communication skills training

Perspectives on Medical Education, 2020

Medical communication across languages is gaining attention as the multilingual character of loca... more Medical communication across languages is gaining attention as the multilingual character of local, regional, and national populations across the world continues to grow. Effectively communicating with patients involves not only learning medical terminology , but also understanding the community's linguistic practices, and gaining the ability to explain health concepts in patient-centered language. Language concordance between physicians and patients improves patient outcomes, but methods to teach communication skills for physicians are usually limited to the majority or official language. For example , in U.S. medical schools increased demand for physician skills in other languages, such as Spanish, has resulted in renewed academic discourse about best practices in teaching practical communication skills for physicians. In language education, translan-guaging is an approach that integrates and validates multilingual individuals' real use of language, which often includes non-standard words, regionalisms, and mixed influences from multiple languages, such as Spanglish or Chinglish. Efforts to improve medical language concordance by teaching a second language to medical students would benefit from an understanding of patient-centered communication strategies, such as is supported by translanguaging. Teaching effective communication skills to physicians should evolve and engage with the fluid linguistic at-P. Ortega () tributes of culturally and linguistically diverse patient populations. In this eye opener, we first introduce the translanguaging perspective as an approach that can increase attention to patient-centered communication , which often includes spontaneous practices that transcend the traditional boundaries of named languages , and then present examples of how translan-guaging can be implemented in medical education in order to sustainably enhance equity-minded patient-accessible medical communication.

Research paper thumbnail of Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study

Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study, 2020

While research into foreign language anxiety (i.e., nervousness towards using the second/addition... more While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon's early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two different classroom environments at the university level: the traditional Spanish (for second language learners) class, and the Spanish for heritage speakers class. Thirty participants completed (i) the DASS21 scale (Rehka, 2012), (ii) a modified version of the foreign language anxiety scale (Dewaele & MacIntyre, 2014), and (iii) semi structured individual interviews. Participants were distributed between two groups: those in the control group (N=14) were enrolled in a Spanish class for second language learners and those in the experimental group (N=16) were completing a Spanish for heritage speakers course. Results show consistently lower language anxiety rates among participants from the experimental group than among participants from the control group. Additionally, our analyses reveal the role of contextual variables in language anxiety emergence in these two commonly available types of Spanish classrooms.

Research paper thumbnail of Prada 2019 translanguaging Hss ideologies

Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers, 2019

The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic... more The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Speci cally, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of  Listen   Log in | Register  In this article 2/7/2020 Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers: Classroom … https://www.tandfonline.com/eprint/NJIYBXNBHMYKVBMVYPDW/full?target=10.1080/19463014.2019.1628793 2/34 engagement in) classroom translanguaging and the participants challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic frame that challenges widely held linguistic attitudes and ideologies about the nature of exible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices.

Research paper thumbnail of On the transgressive nature of translanguaging pedagogies

EuroAmerican Journal Of Applied Linguistics and Languages, 2018

As translanguaging gains traction in language education, its political and ideological implicatio... more As translanguaging gains traction in language education, its political and ideological implications are becoming central considerations to researchers and practitioners. In this introductory article to the special issue, “Translingual and Multilingual Pedagogies” for the EuroAmerican Journal of Applied Linguistics and Languages, we provide a conceptual point of departure on the notion of translanguaging by revisiting Li Wei’s (2011) threefold description of its prefix trans- (i.e., transcending, transformative, transdisciplinary), which we expand by adding a new definitional element, transgressive, to reflect our understanding of translanguaging as politically charged and disruptive by virtue. We then move on to provide an overview of the articles and book reviews included in this special issue.

Research paper thumbnail of The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education

EuroAmerican Journal of Applied Linguistics and Languages, 2018

The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings... more The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi-/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom.

Research paper thumbnail of Effects of Community Service-Learning on Heritage Language Learners’ Attitudes toward their Language and Culture (Forthcoming)

This study examined the effects of participation in a community service-learning experience on Sp... more This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners’ attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within the classroom walls.

Research paper thumbnail of Understanding the Spanish heritage language speaker/learner

EN While the linguistic traits and specific needs of heritage speakers have been recognized for s... more EN While the linguistic traits and specific needs of heritage speakers have been recognized for several decades, academic interest in the different dimensions of this type of bilingualism has increased exponentially in the last ten years. Because of this, significant progress has been made in all areas of inquiry. From formal/theoretical investigations into the mental architecture of the heritage language to explorations of social factors, as well as other pedagogical concerns, numerous research strands are currently shaping our understanding of the field. With this in mind, the goal of this introduction is twofold. First, we aim to provide an overview of the themes and discussions that are currently taking place in the field of Spanish heritage-speaker bilingualism. To this end, we will consider key issues pertaining to a wide variety of areas including, but not limited to, sociolinguistic attitudes, identity, language competency, and language instruction. Secondly, in so doing, the critical presentation and discussion of each of these areas will also serve to contextualize the articles included in this special issue. ES Mientras que los rasgos lingüísticos y las necesidades específicas de los hablantes de herencia se reconocieron ya hace décadas, el interés académico en las diferentes dimensiones de este tipo de bilingüismo ha aumentado exponencialmente en los últimos diez años. Por eso, se ha avanzado de manera considerable en todos los ámbitos de investigación. Desde investigaciones formales y teóricas acerca de la arquitectura mental de una lengua de herencia, hasta la exploración de factores sociales y otras cuestiones pedagógicas, el actual estado de la cuestión está definido por múltiples ámbitos de investigación. Con respecto a esto, el objetivo de esta introducción es doble. Por una parte, queremos ofrecer una panorámica de los temas y debates actuales en el campo del bilingüismo de los hablantes de español como lengua de herencia. Así, se considerarán cuestiones centrales en el estudio de actitudes lingüísticas, identidad, competencia lingüística y enseñanza de la lengua. Por otra parte, la presentación crítica y la discusión de cada una de estas áreas servirá para contextualizar los artículos incluidos en este número especial. Palabras clave: HABLANTES DE LENGUAS DE HERENCIA, APRENDIENTES DE LENGUAS DE HERENCIA, ESPAÑOL EN LOS ESTADOS UNIDOS, BILINGÜISMO. IT Mentre le caratteristiche linguistiche e le necessità specifiche dei parlanti di una lingua ereditaria sono state riconosciute da decenni, l'interesse accademico per le diverse dimensioni di questo tipo di bilinguismo è aumentato in modo esponenziale negli ultimi dieci anni. Per questo, c'è stato un progresso significativo in tutti gli ambiti di ricerca. Dalle ricerche formali e teoriche sull'architettura mentale di una lingua ereditaria, all'esplorazione dei fattori sociali e altre questioni pedagogiche, questo campo è attualmente influenzato da molteplici linee di ricerca. Con questo presente, questa introduzione ha un doppio scopo. In primo luego, si vuole offrire una visione panoramica dei temi e dibattiti attuali nel campo del bilinguismo dei parlanti di spagnolo come lingua ereditaria. Si considereranno, con questo obiettivo, questioni centrali nello studio delle attitudini linguistiche, identità, competenza linguistica e insegnamento della lingua. In secondo luogo, la presentazione critica di ognuna di queste aree servirà per contestualizzare gli articoli inclusi in questo numero speciale.

Books by Josh Prada

Research paper thumbnail of Why formal linguistic approaches to heritage language acquisition should be linked to heritage language pedagogies

Handbook of Research and Practice in Heritage Language Education

The main goal of this chapter is to provide a link between formal heritage language studies and h... more The main goal of this chapter is to provide a link between formal heritage language studies and heritage language pedagogy, two areas of research that, despite being highly relevant to each other, have traditionally been approached from very different perspectives. To this end, we review the major issues and most significant findings in each subfield. Then, we offer some insights as to how to implement advances in formal linguistic studies into the development of evidence-based pedagogical approaches to heritage speakers in a classroom setting and beyond.

Book Reviews by Josh Prada

Research paper thumbnail of Bilingualism in the Spanish-Speaking World: Linguistic and Cognitive Perspectives (book review

Here we review the new volume by Austin, Blume and Sanchez.

Research paper thumbnail of "Languages in Migratory Settings – Place, politics, and aesthetics" Book Review

Research paper thumbnail of International Journal of Bilingual Education and Bilingualism ISSN: (Print) ( The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content

Josh Prada, 2021

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular r... more This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.

Research paper thumbnail of Developing Critical Sociolinguistic Awareness Through Linguistic Landscapes in a Mixed Classroom: The Case of Spanish in Texas Spanish as a foreign and heritage language · Critical perspectives · Bilingualism · Translanguaging

Language Teaching and the Linguistic Landscape (Springer), 2020

Mainstream educational systems often replicate and perpetuate socio-political views, and therefor... more Mainstream educational systems often replicate and perpetuate socio-political views, and therefore, it is not surprising that the social and cultural value of minority languages is often disregarded and overlooked. Aiming at developing tools to enhance students' critical awareness toward the value of these languages and the communities that use them, this chapter operationalizes linguistic landscapes (here-after LLs) as a pedagogical tool in an advanced Spanish course among a mixed group of students (i.e., a combination of Spanish as a second language and heritage language learners). With a sharp focus on US Spanish and adopting an applied (socio)linguistic approach, we report on the effects of implementing a didactic unit evolving around the notion of LLs at the college level. The unit consisted of teacher-led lectures, readings, homework assignments, students' analyses and reflections of an adapted version of an original LL dataset, and an ethnographic project. Qualitative data were obtained through questionnaires, written reflections, and the final project. The results reveal that LL-based pedagogies may provide students with a toolkit to enhance their sociolinguistic awareness, develop a critical perspective on local/ community languages in their area, and how these languages co-exist alongside official/majority languages.

Research paper thumbnail of Words matter: Translanguaging in medical communication skills training

Perspectives on Medical Education, 2020

Medical communication across languages is gaining attention as the multilingual character of loca... more Medical communication across languages is gaining attention as the multilingual character of local, regional, and national populations across the world continues to grow. Effectively communicating with patients involves not only learning medical terminology , but also understanding the community's linguistic practices, and gaining the ability to explain health concepts in patient-centered language. Language concordance between physicians and patients improves patient outcomes, but methods to teach communication skills for physicians are usually limited to the majority or official language. For example , in U.S. medical schools increased demand for physician skills in other languages, such as Spanish, has resulted in renewed academic discourse about best practices in teaching practical communication skills for physicians. In language education, translan-guaging is an approach that integrates and validates multilingual individuals' real use of language, which often includes non-standard words, regionalisms, and mixed influences from multiple languages, such as Spanglish or Chinglish. Efforts to improve medical language concordance by teaching a second language to medical students would benefit from an understanding of patient-centered communication strategies, such as is supported by translanguaging. Teaching effective communication skills to physicians should evolve and engage with the fluid linguistic at-P. Ortega () tributes of culturally and linguistically diverse patient populations. In this eye opener, we first introduce the translanguaging perspective as an approach that can increase attention to patient-centered communication , which often includes spontaneous practices that transcend the traditional boundaries of named languages , and then present examples of how translan-guaging can be implemented in medical education in order to sustainably enhance equity-minded patient-accessible medical communication.

Research paper thumbnail of Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study

Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study, 2020

While research into foreign language anxiety (i.e., nervousness towards using the second/addition... more While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon's early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two different classroom environments at the university level: the traditional Spanish (for second language learners) class, and the Spanish for heritage speakers class. Thirty participants completed (i) the DASS21 scale (Rehka, 2012), (ii) a modified version of the foreign language anxiety scale (Dewaele & MacIntyre, 2014), and (iii) semi structured individual interviews. Participants were distributed between two groups: those in the control group (N=14) were enrolled in a Spanish class for second language learners and those in the experimental group (N=16) were completing a Spanish for heritage speakers course. Results show consistently lower language anxiety rates among participants from the experimental group than among participants from the control group. Additionally, our analyses reveal the role of contextual variables in language anxiety emergence in these two commonly available types of Spanish classrooms.

Research paper thumbnail of Prada 2019 translanguaging Hss ideologies

Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers, 2019

The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic... more The present study explores how translanguaging serves as vehicle to (help) re-con gure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Speci cally, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of  Listen   Log in | Register  In this article 2/7/2020 Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers: Classroom … https://www.tandfonline.com/eprint/NJIYBXNBHMYKVBMVYPDW/full?target=10.1080/19463014.2019.1628793 2/34 engagement in) classroom translanguaging and the participants challenging of traditional monoglossic ideologies governing folk imaginary regarding language purity, standard, and appropriate academic discourse. Three class meetings worth of classroom ethnographic observations (among 17 students), and eight semi-structured individual interviews were transcribed and analysed via directed qualitative analysis. Departing from four predetermined categories (i.e. language attitudes, language ideologies, belief change, and translanguaging instances) the linguistic attitudinal and ideological dynamics among the participants were investigated. Results are weaved into a narrative which evolves around three main categories: (1) language attitudes and ideologies prior to entering the classroom, (2) attitudinal and ideological changes and their link to translanguaging, and (3) considerations about translanguaging in academic settings and academic discourse. Findings unveil a double-action whereby translanguaging creates a sociolinguistic frame that challenges widely held linguistic attitudes and ideologies about the nature of exible linguistic practices, as it stimulates their normalization and inclusion in a context that has traditionally been closed to such practices.

Research paper thumbnail of On the transgressive nature of translanguaging pedagogies

EuroAmerican Journal Of Applied Linguistics and Languages, 2018

As translanguaging gains traction in language education, its political and ideological implicatio... more As translanguaging gains traction in language education, its political and ideological implications are becoming central considerations to researchers and practitioners. In this introductory article to the special issue, “Translingual and Multilingual Pedagogies” for the EuroAmerican Journal of Applied Linguistics and Languages, we provide a conceptual point of departure on the notion of translanguaging by revisiting Li Wei’s (2011) threefold description of its prefix trans- (i.e., transcending, transformative, transdisciplinary), which we expand by adding a new definitional element, transgressive, to reflect our understanding of translanguaging as politically charged and disruptive by virtue. We then move on to provide an overview of the articles and book reviews included in this special issue.

Research paper thumbnail of The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education

EuroAmerican Journal of Applied Linguistics and Languages, 2018

The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings... more The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi-/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom.

Research paper thumbnail of Effects of Community Service-Learning on Heritage Language Learners’ Attitudes toward their Language and Culture (Forthcoming)

This study examined the effects of participation in a community service-learning experience on Sp... more This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners’ attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within the classroom walls.

Research paper thumbnail of Understanding the Spanish heritage language speaker/learner

EN While the linguistic traits and specific needs of heritage speakers have been recognized for s... more EN While the linguistic traits and specific needs of heritage speakers have been recognized for several decades, academic interest in the different dimensions of this type of bilingualism has increased exponentially in the last ten years. Because of this, significant progress has been made in all areas of inquiry. From formal/theoretical investigations into the mental architecture of the heritage language to explorations of social factors, as well as other pedagogical concerns, numerous research strands are currently shaping our understanding of the field. With this in mind, the goal of this introduction is twofold. First, we aim to provide an overview of the themes and discussions that are currently taking place in the field of Spanish heritage-speaker bilingualism. To this end, we will consider key issues pertaining to a wide variety of areas including, but not limited to, sociolinguistic attitudes, identity, language competency, and language instruction. Secondly, in so doing, the critical presentation and discussion of each of these areas will also serve to contextualize the articles included in this special issue. ES Mientras que los rasgos lingüísticos y las necesidades específicas de los hablantes de herencia se reconocieron ya hace décadas, el interés académico en las diferentes dimensiones de este tipo de bilingüismo ha aumentado exponencialmente en los últimos diez años. Por eso, se ha avanzado de manera considerable en todos los ámbitos de investigación. Desde investigaciones formales y teóricas acerca de la arquitectura mental de una lengua de herencia, hasta la exploración de factores sociales y otras cuestiones pedagógicas, el actual estado de la cuestión está definido por múltiples ámbitos de investigación. Con respecto a esto, el objetivo de esta introducción es doble. Por una parte, queremos ofrecer una panorámica de los temas y debates actuales en el campo del bilingüismo de los hablantes de español como lengua de herencia. Así, se considerarán cuestiones centrales en el estudio de actitudes lingüísticas, identidad, competencia lingüística y enseñanza de la lengua. Por otra parte, la presentación crítica y la discusión de cada una de estas áreas servirá para contextualizar los artículos incluidos en este número especial. Palabras clave: HABLANTES DE LENGUAS DE HERENCIA, APRENDIENTES DE LENGUAS DE HERENCIA, ESPAÑOL EN LOS ESTADOS UNIDOS, BILINGÜISMO. IT Mentre le caratteristiche linguistiche e le necessità specifiche dei parlanti di una lingua ereditaria sono state riconosciute da decenni, l'interesse accademico per le diverse dimensioni di questo tipo di bilinguismo è aumentato in modo esponenziale negli ultimi dieci anni. Per questo, c'è stato un progresso significativo in tutti gli ambiti di ricerca. Dalle ricerche formali e teoriche sull'architettura mentale di una lingua ereditaria, all'esplorazione dei fattori sociali e altre questioni pedagogiche, questo campo è attualmente influenzato da molteplici linee di ricerca. Con questo presente, questa introduzione ha un doppio scopo. In primo luego, si vuole offrire una visione panoramica dei temi e dibattiti attuali nel campo del bilinguismo dei parlanti di spagnolo come lingua ereditaria. Si considereranno, con questo obiettivo, questioni centrali nello studio delle attitudini linguistiche, identità, competenza linguistica e insegnamento della lingua. In secondo luogo, la presentazione critica di ognuna di queste aree servirà per contestualizzare gli articoli inclusi in questo numero speciale.

Research paper thumbnail of Why formal linguistic approaches to heritage language acquisition should be linked to heritage language pedagogies

Handbook of Research and Practice in Heritage Language Education

The main goal of this chapter is to provide a link between formal heritage language studies and h... more The main goal of this chapter is to provide a link between formal heritage language studies and heritage language pedagogy, two areas of research that, despite being highly relevant to each other, have traditionally been approached from very different perspectives. To this end, we review the major issues and most significant findings in each subfield. Then, we offer some insights as to how to implement advances in formal linguistic studies into the development of evidence-based pedagogical approaches to heritage speakers in a classroom setting and beyond.

Research paper thumbnail of Bilingualism in the Spanish-Speaking World: Linguistic and Cognitive Perspectives (book review

Here we review the new volume by Austin, Blume and Sanchez.

Research paper thumbnail of "Languages in Migratory Settings – Place, politics, and aesthetics" Book Review