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Spanish Heritage Language Development: a Causal-Comparative Spanish Heritage Language Development: A Causal- Comparative Study Exploring the Differential Effects of Heritage Versus Foreign Language Curriculum Item Type text; Electronic Dissertation Authors Beaudrie, Sara Mariel Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 02/10/2021 01:22:09 Link to Item http://hdl.handle.net/10150/194153 1 SPANISH HERITAGE LANGUAGE DEVELOPMENT: A CAUSAL -COMPARATIVE STUDY EXPLORING THE DIFFERENTIAL EFFECTS OF HERITAGE VERSUS FOREIGN LANGUAGE CURRICULUM by Sara Mariel Beaudrie _____________________ Copyright © Sara Mariel Beaudrie 2006 A Dissertation Submitted to the Faculty of the INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 6 2 THE U NIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Sara Mariel Beaudrie entitled “S panish Heritage Language Development: A Causal -Comparativ e S tudy Exploring the D iffer ential Effects of Heritage V ersus Foreign Language C urriculum ” and recommend that it be accepted as fulfilling the dissertation requirement for the Deg ree of Doctor of Philosophy _______ ___________________________ __________________ ________ _______ ____ Date : 7-28 -06 Dr. Robert Ariew _______ ___________________________ __________________ ________ __ _________ Date: 7-28 -06 Dr. Beatrice Dupuy _______ ___________________________ __________________ ________ __ _________ Date: 7-28 -06 Dr. Peter Ecke Fina l approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend t hat it be accepted as fulfilling the dissertation requirement. ________________________________________________ Date : 7-28 -06 Dissertation Director: Dr. Robert Ariew 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment o f requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Sara Mariel Beau drie 4 AC KNOWLEDGEMENTS This endeavor would not have been possible without the help of my professors, colleagues, friends, and family. My most sincere thanks go to my dissertation committee: My chair, Dr. Robert Ariew, for his constant supp ort , advice , and mentorship and for guiding me to discover where my interests lied at the beginning of this process; my other committee members, Dr. Dupuy and Dr. Ecke, for their valuable insights and support. I would also like to give them my thanks for b eing willing to read my dissertation in such a short period of time. I also would like to acknowledge the financial support of the Marshall Foundation, whose fellowship award allo wed me to focus all of my time on completing this project. A special thanks as well to the University of Arizona Graduate College who supported my dissertation research with a grant. I also want to recognize all the professors who assisted me throughout my graduate studies , especially Glenn Martínez , who guided me through the in itial stages of this p roject and served as a mentor while I learned more about heritage language instruction , and Dr. Rudy Troike , who encouraged me to further pursue my graduate studies. Throughout this year -long project, there are several people who we re invaluable in ensuring the successful and timely completion of the study. I would like express my gratit ude to Mark Bryant, who helped i n all technical aspects of my dissertation , especially in the creation of the online surveys, and to Justin Lebreck, who created the program for data analysis and assisted me with all related technical questions. Finally, my special thanks go to Mark Bor gstrom for his invaluable statistical guidance. I am especially indebted to all the students who agreed to participat e in this study and volunteer their own time to complete the tasks. Special thanks are also due to the instructors in the Spanish department that opened the doors to their classrooms and allowed me to work with their students. My deepest appreciation to my SLAT friend, Cindy Ducar, for her incredible friendship and for our many stimulating discussions that helped me grow as a researcher and teaching professional. Also, to Al an Brown and Greg Thompson, my fellow students an d friends who were the best student mentors , and Nolvia Cortez, whose laughter and friendship made my years in this program more enjoyable. Finally, my deepest gratitude goes to my family. My husband, Alan, for standin g by me throughout this process . Without his unwavering love, constant support , and faith in me, I would not be at the stage I am today. My sister, Silvia, for her assistance and friendship. I am so lucky to have a twin sister like her! My beloved daughter, Jesica, for her willingness to sacrifice our time together so I could devote the necessary attention to my studies. She makes me so proud in everything she does. This accomplishment also belongs to all of you ! 5 DEDICATION To my family, Alan, Jesica, and Silvia, Your endless love, patience, and support helped me realize m y dreams To all Hispanic students, especially those struggl ing to overcome many societal, cultural, and economic obstacles to obtain a degree , let nothing stop you 6 TABLE OF CONTENTS LIST OF TABLES ................................ ................................ ................................ ............ 11 LIST OF FIGURES ................................ ................................ ................................ .......... 16 ABSTRACT ................................ ................................ ................................ ...................... 17 CHAPTER 1 ................................ ................................ ................................ ..................... 19 Introduction to the Study ................................ ................................ .............................. 19 Background of the Study ................................ ................................ .............................. 20 Rationale for the Study ................................ ................................ ................................ 23 Research Questions ................................ ................................ ................................ ....... 30 Significance of the Study ................................ ................................ .............................. 31 Definition of Terms ................................ ................................ ................................ ....... 32 Overview of the Dissertation ................................ ................................ ........................ 38 CHAPTER 2: REVIEW OF THE LITERATURE ................................ ........................... 40 Introduction ................................ ................................ ................................ ................... 40 Overview of the Field ................................ ................................ ................................ ... 42 Receptive Bilinguals ................................ ................................ ................................ ..... 47 Maintenance and Shift ................................ ................................ ................................ .. 51 Introduction ................................ ................................ ................................ ............... 52 Language maintenance sources: Family, community, and education ....................... 52 Benefits of language maintenance and development ................................ ................ 54 Spanish language maintenance in the United Stat es ................................ ................. 56 Language attrition ................................ ................................ ................................ ..... 59 7 TABLE OF CONTENT S - Continued Language Recovery ................................ ................................ ................................ ...... 73 Heritage Language Learners in the FL Classroom ................................ ....................... 75 Conclusion ................................ ................................ ................................ .................... 79 CHAPTER 3: METHODOLOGY ................................ ................................ .................... 80 Introduction ................................ ................................ ................................ ................... 80 Research Setting ................................ ................................ ................................ ............ 82 SHL programs in the American Southwest ...............................
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