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An Analysis of Spanish Heritage Language Oral Corrective Feedback In View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ASU Digital Repository Exploring Language Ideologies in Action: An Analysis of Spanish Heritage Language Oral Corrective Feedback in the Mixed Classroom Setting by Sergio Loza A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Approved August 2019 by the Graduate Supervisory Committee: Sara M. Beaudrie, Chair Álvaro Cerrón-Palomino Karen L. Adams Kelly Lowther Pereira Michael Gradoville ARIZONA STATE UNIVERSITY December 2019 ABSTRACT This qualitative study follows an instructor and four Spanish Heritage Language (SHL) learners in an elementary-level, mixed Spanish course at a community college over the course of 11 class visits. In studying how language ideologies shape oral corrective feedback (oral CF) practices, data were collected through ethnographic observations (field notes, researcher memos), classroom audio recordings, and semi- structured interviews (student, teacher). Specifically, this study analyzes (1) language ideologies prevalent in the classroom context in relation to the conceptualization of errors, (2) the instructor’s goals for oral CF, (3) how the instructor provides oral CF and in what contexts, and (4) how the mixed class environment relates to oral CF. To do so, the data were analyzed via a bifocal approach in coding interview and classroom discourse (Razfar, 2003) and engaging in Critical Discourse Analysis (van Dijk, 2016) informed by frameworks in Linguistic Anthropology (Irvine, 1989; Kroskrity, 2004, 2010; Leeman, 2012) and Second Language Acquisition (Ellis, 2009; Li, 2017; Lyster & Ranta, 1997). The findings demonstrate how oral CF becomes ideologically charged in a classroom context primarily designed to impart foreign language instruction. Under the guise that SHL learners’ varieties represent negative characteristics (e.g., low socioeconomic strata, Mexicaness, immigration), oral CF is used to eradicate their Spanish varieties. Findings also illustrate the (in)congruency of the instructor and learners’ perceptions of oral CF and what takes place in the classroom. In some cases, SHL learners demonstrated language pride and resisted the imposition of a foreign variety but reported hegemonic beliefs about their own varieties. i Exemplifying how the instructor and SHL learners contribute to the complex dynamics of ideologization of oral CF, this study advocates for the adoption of Critical Language Awareness frameworks (Martínez, 2003; Leeman, 2005) in mixed language classrooms that encompasses this practice (e.g., focus-on-form instruction). Additionally, in acknowledging that teachers and educational institutions play a key role in the (re)production of dominant language norms, this study calls for the creation of instructional guidelines for oral CF as a pedagogical practice. Such guidelines must include critical discussions with students about the relationship between “correct,” “correcting,” and “being corrected” and asymmetrical power relationships. ii DEDICATION A mi querida familia: Esta tesis se la dedico a mis padres quienes siempre se quitaron el pan de la boca para que nunca me faltara nada. Sin ellos no hubiera logrado mis sueños. iii ACKNOWLEDGMENTS To Sara M. Beaudrie: Thank you for always showing me the path toward excellence through your dedicated mentoring. Thank you for allowing me the privilege to learn from you and for introducing me to the world of SHL education. Thank you for always thinking about the wellbeing of others and for always making the time to listen and give brilliant advice. Thank you for your endless dedication to servicing the Latino community in Arizona and beyond. Truly, I am eternally grateful to you for everything. To Álvaro Cerrón-Palomino: Thank you for introducing me to the world of sociolinguistics all those years ago. Your passion and expertise are truly inspiring. Without your guidance I would not be where I am today. Thank you for allowing me the privilege to work alongside of you to further my knowledge about Spanish in the U.S. and for teaching me about all its intricacies. Thank you for believing in me and all your support over the years. To Karen L. Adams: Thank you for introducing me to a whole different perspective of sociolinguistics and for allowing me the opportunity to learn for you. Thank you for your dedication to helping me in my journey. Thank you for always having time to sit with me to talk about my interests, as well as serving on my committee. Thank you for all your support and for serving on my committee. To Kelly Lowther Pereira: Thank you for a taking a genuine interest in my thesis project and for agreeing to serve on my committee. Thank you for producing interesting and innovative research that inspired my own thesis idea. It was wonderful to have intellectual discussions with someone that was just as passionate about language ideologies as myself. iv To Michael Gradoville: Thank you for always taking an interesting in helping me in all aspects of my graduate career. Thank you for all your advice about the job market. Thank you for your personal involvement in shaping me as a professional. Thank you for your valuable advice on my research. Thank you for all the wonderful intellectual conversations about linguistics and I look forward to many more. v TABLE OF CONTENTS Page TRANSCRIPTION CONVENTIONS ................................................................................... ix CHAPTER 1 INTRODUCTION................................................................................................... 1 1.1.1 Rationale for the Study ................................................................................... 5 1.2.1 Research Questions ...................................................................................... 15 2 THEORETICAL FRAMEWORK AND LITERAURE REVIEW ..................... 16 2.1.1 Language Ideologies ..................................................................................... 17 2.2.1 Literature Review of Language Ideologies in the SHL Context ................. 28 2.3.1 What is Oral CF? .......................................................................................... 49 3 METHODOLOGY ................................................................................................ 64 3.1.1 Ethnographic Context: State Level .............................................................. 66 3.2.1 Ethnographic Context: SHL Programs in the Southwest ............................ 72 3.3.1 Research Site: Community Colleges in Maricopa County ......................... 74 3.4.1 Course Context for the Study ....................................................................... 83 3.5.1 Instructor Participant .................................................................................... 87 3.6.1 Focal SHL Learner Participants ................................................................... 89 3.7.1 Data Collection Methods .............................................................................. 91 3.8.1 Critical Discourse Analysis .......................................................................... 95 3.9.1 Researcher Positionality and Rapport .......................................................... 99 vi CHAPTER Page 4. DATA ANALYSIS ............................................................................................. 102 4.1.1 La Maestra Estricta ..................................................................................... 103 4.2.1 Classroom Monitors ................................................................................... 138 4.3.1 Belinda on Oral CF ..................................................................................... 149 4.4.1 SHL Learners on Language Variation ....................................................... 157 4.5.1 Oral CF in Belinda’s Classroom ................................................................ 180 4.6.1 Oral CF: What Does This All Mean? ........................................................ 197 5. CONCLUSION .................................................................................................. 203 5.1.1 Summery of Findings ................................................................................. 203 5.2.1 Study Limitations ....................................................................................... 209 5.3.1 Pedagogical Implications ........................................................................... 211 5.4.1 Concluding Remarks .................................................................................. 221 END NOTES ....................................................................................................................... 223 REFERENCES .................................................................................................................... 225 APPENDIX A ARIZONA COUNTIES BY POPULATION DENSITY ............................... 244 B ARIZONA COUNTIES NAMED .................................................................... 246 C LANGUAGE BACKGROUND QUESTIONNAIRE .................................... 248 D STUDENT PARTICIPANT BACKGROUND INFORMATION ................. 258 E SEMI-STRUCTURED INTERVIEWS ........................................................... 260 F CODING SCHEMA ......................................................................................... 263 vii APPENDIX Page G IRB APPROVAL ............................................................................................
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