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Case Study: Founding a High School Spanish for Native Speakers Program NEW!
by Belinda Sauret, Ph.D., Oakwood, Georgia
State of the Field: An Overview of SNS Practice in the United States
Humanities Connections in the Teaching of Spanish to Native Speakers
by Thomas M. Adams, National Endowment for the Humanities
Selecting Materials to Teach Spanish to Spanish Speakers
Spanish for Native Speakers: Developing Dual Language Proficiency
Online ERIC Digest
Teaching Spanish to Spanish Speakers
Online ERIC Resource Guide
Spanish for U.S. Hispanic Bilinguals in Higher Education
Ana Roca, ERIC Clearinghouse on Languages and Linguistics, November 1992
Materials for Spanish for Spanish Speakers Instruction: An Anotated Bibliography
(Fall, 2001). LangNet. Washington, DC: National Foreign Language Center.
Gibbons, J., and Ramirez, Elizabeth (2005). "Maintaining a Minority Language: A Case Study of Hispanic Teenagers." International Journal of Bilingual Education & Bilingualism Special Issue: Heritage/Community Language Education: US and Australian Perspectives. 8 (2 & 3).
By means of a thorough empirical study of Spanish-speaking children in Sydney, Gibbons and Ramirez show how societal and attitudinal factors and practical decisions in the family affect the development of strong bilingual proficiency and biliteracy in the second generation. The investigation enables the authors to come up with practical suggestions to achieve this.
Potowski, K. (2007). Language and Identity in a Dual Immersion School. Clevedon, UK: Multilingual Matters Limited.
This book describes the experiences of a group of students in Chicago, Illinois, who are attending one of the first Spanish-English dual immersion schools in the United States. The author follows the group during two school years, documenting their Spanish use and proficiency, as well as how their two languages intersect with the ongoing production of their identities. http://www.multilingual-matters.com
Potowski, K. C., M. (2004). "Teacher Development and National Standards for Spanish as a Heritage Language." Foreign Language Annals. 37 (3).
Roca, A. C., M.C. (Eds.) (2003). Mi Lengua: Spanish as a Heritage Language in the United States. District of Columbia: Georgetown University Press.
Valdés, G., Fishman, J., Cháves, R., & Pérez, W. (2007). Developing Minority Language Resources: The Case of Spanish in California. Clevedon: Multilingual Matters.
This book documents the ongoing language shift to English among Latino professionals in California. It then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to "heritage" language students who, although educated entirely in English, acquired Spanish at home as a first langauge. It specifically examines the potential contribution of these instructional practices to the maintenance of Spanish. http://www.multilingual-matters.com
Heritage Languages in America
Project Director: Joy Kreeft Peyton
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016-1859
Tel. 202-362-0700
Fax. 202-362-3740
More and more, Spanish teachers in the United States have students from Spanish-speaking homes. These students might speak Spanish very well or only a little, but understand a great deal. They might know a lot about the culture of a Spanish speaking country, either from having lived in one or from experiences in the United States. However, although they may speak Spanish and have some familiarity with a Hispanic culture, such students may have limited experience with Spanish literature and academic material; writing in Spanish at high levels; and communicating in Spanish (orally and in writing) about literary, cultural, and other academic topics.
Spanish teachers need to be able to work effectively with these students to develop their Spanish proficiency and cultural knowledge. Teachers need a solid understanding of the Spanish-speaking students in this country and approporiate materials, instructional strategies, and assessments as well as contact with other teachers facing similar challenges.
CAL collaborated with the University of California Los Angeles (UCLA), the Education Office of the Embassy of Spain, the American Association of Teachers of Spanish and Portuguese (AATSP), and the Mexican Cultural Institute to address this need with a summer institute for middle and high school Spanish teachers who have Spanish-speaking students in their classes. This 6-week institute, offered with support from the National Endowment for the Humanities (NEH), was held on the UCLA campus in Los Angeles June 26-August 4, 2000.
Teachers had the opportunity to share their knowledge and experiences working with these students; study and interact with leaders in the field; and review and develop curricula, assessments, and instructional strategies.
Over the 6-week residency, they discussed the following topics:
Institute faculty and special lecturers included Drs. Concepción Valadez, Zenaida Aguirre-Muñoz, Russell Campbell, and Claudia Parodi-Lewin, UCLA; Barbara Merino, Francisco Alarcón, and Cecilia Colombi, UC Davis; Cecilia Rodríguez Pino, New Mexico State University; Ana Roca, Florida International University; Reynaldo Macías and Otto Santa Ana, César Chávez Instructional Center for Interdisciplinary Chicano and Chicana Studies, UCLA; José Franco, Franklin High School, Los Angeles; Maria Carreira, California State University, Long Beach; and Enrique Contreras, the Embassy of Spain's Los Angeles Education Center.
During the 2000-2001 school year, teachers are piloting these materials and strategies, communicating with each other through an e-mail listserv, and serving as leaders and mentors in their schools and districts.
Visit the NEH website for information about upcoming summer institutes and application materials.
June 21-23, 2002
Annual Conference on Teaching Spanish to Native Speakers
New Mexico State University
Las Cruces, NM
More Information.
Last Updated: 6/13/07