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Group Spanish Language Classes: a Case Study of Five Heritage Speakers

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Group Spanish Language Classes: a Case Study of Five Heritage Speakers IDENTITY, DISCURSIVE POSITIONING, AND INVESTMENT IN MIXED- GROUP SPANISH LANGUAGE CLASSES: A CASE STUDY OF FIVE HERITAGE SPEAKERS A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY by Raquel Mattson-Prieto May 2019 Examining Committee Members: Paul D. Toth, Advisory Chair, TU Department of Spanish and Portuguese Jonathan C. Holmquist, TU Department of Spanish and Portuguese G. Augusto Lorenzino, TU Department of Spanish and Portuguese Rachel E. Showstack, External Member, Wichita State University © Copyright 2019 by Raquel Mattson-Prieto All Rights Reserved ii ABSTRACT Research in identity and heritage language (HL) education focuses on the experiences of heritage speakers (HS) and how certain classroom discourses can devalue the skills and proficiencies that they bring with them to the class (García & Torres- Guevara, 2010; Leeman, 2012; Showstack, 2016). These dominant and monoglossic language discourses often focus on the teaching and acquisition of a “standard Spanish language” (Train, 2007; del Valle, 2000). Although scholarship on HL education has long advocated for separate specialized courses to meet the needs of HSs (Potowski, 2002; Valdés, 1997), many HSs remain in courses designed for second language (L2) learners because institutions do not consistently offer specialized instruction. Some research has investigated the experiences of HSs in mixed L2-HL classes (Harklau, 2009; Potowski, 2002), but there is a need for an examination of the classroom discursive practices in courses tailored for L2 learners and how those practices shape how HSs of diverse backgrounds position themselves as Spanish speakers within and outside of the classroom. The present study explores the representation of identity among HSs enrolled in university-level Spanish language classes. This investigation examined the relationship between HSs’ perceived instructional objectives in a Spanish as a second language class, the ways HSs positioned themselves as knowledgeable of the language concerning these objectives, and finally, their subsequent investment in their Spanish studies. The data come from a classroom ethnography and were analyzed within a grounded theory methods approach (Glasser & Strauss, 1967) and showed the extent to which classroom activities were inclusive to HSs’ pedagogical needs. Further, from a social identity and iii positioning lens, I considered how language ideologies that value the standard linguistic repertoires of monolingual native speakers’ affected individuals’ perceptions and relationships to their heritage community, and the expert or novice identities they negotiated during social interaction. Classroom observations and interviews revealed that the instruction that HSs received often promoted a linguistic hierarchy that devalued the non-standard language forms that reflected the participants’ ethnolinguistic backgrounds. The findings show that each HS navigated classroom discursive practices and negotiated multilingual identities in interaction with their peers, teachers, and the curriculum in different ways. Some of the participants became ambivalent toward the language and its speakers as their backgrounds went unacknowledged in classroom practice, while others found value in the Spanish classes because of past experiences. Findings suggest that there is a need for methodologies in mixed-group classrooms that reflect and acknowledge the sociolinguistic variation of the class (Gutiérrez & Fairclough, 2006). iv A mis padres, quienes me enseñaron a amar mis dos lenguas Para Eric y para todos los que crecen en hogares bilingües v ACKNOWLEDGMENTS I would not have completed this dissertation if not for the love and support I received from my family, friends, professors, and colleagues. I want to thank Paul Toth, who was not only my adviser for this project but also my mentor and professor while I pursued my graduate studies at Temple University. In addition to his guidance, he also shared with me his expertise, wisdom, and kindness to help shape me into the emerging scholar that I am today. I would also like to extend my many thanks to the other linguists and professors who served on the dissertation committee, Jonathan Holmquist, Augusto Lorenzino, and Rachel Showstack, all of whom have provided me with valuable feedback and support in the final stages of completing this project. To my fellow graduate student colleagues at Temple with whom I worked tirelessly in writing retreats, coffee shops, and libraries. You were my inspiration and motivation from the beginning to the end. I extend this gratitude to my supervisors and colleagues from the Student Success Center at Temple, who showed me unconditional support, kindness, and care during the writing process of this dissertation. For the participants and heritage speakers in this research project; without you, this study would not have been possible. I also dedicate this dissertation to all my former and current heritage students of Spanish, and my paternal family members, who were heritage speakers of Finnish. Your language matters. vi TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... iii DEDICATION .....................................................................................................................v ACKNOWLEDGMENTS ................................................................................................. vi LIST OF TABLES ............................................................................................................. xi CHAPTERS 1. INTRODUCTION .........................................................................................................1 Context and Background..........................................................................................3 The Formation of Spanish as Heritage Language ..............................................6 Problem Statement ...................................................................................................9 Statement of Purpose and Research Questions ......................................................10 Clarification of Key Terminology .........................................................................12 Overview ................................................................................................................13 2. LANGUAGE, IDENTITY, AND POWER .................................................................15 Review of the Literature ........................................................................................16 Heritage Language Education and Identity Research ......................................16 Heritage Language Education and Second Language Learning ......................18 Theoretical Framework ..........................................................................................21 Postructuralist Research on Identity ................................................................21 Language and Power: Language ideologies and identities ..............................22 Identities and Discursive Positioning ...............................................................25 vii Positioning Through Stance-taking Practices ..................................................28 Negotiation of Identities in Language Learning ..............................................29 Summary of the Chapter ........................................................................................32 3. METHODOLOGY ......................................................................................................33 Introduction and Research Questions ....................................................................33 A Description of the Study Site .............................................................................34 Setting ..............................................................................................................36 Research Approach ..........................................................................................39 Participants .......................................................................................................42 Data Collection Method .........................................................................................44 Data Collection Instruments ............................................................................46 Data Analysis and Coding .....................................................................................50 Research Question 1: Class Activities .............................................................51 Research Question 2: Epistemic Stance ...........................................................58 Research Question 3: Investment .....................................................................63 Summary of the Chapter ........................................................................................66 4. RESULTS Introduction ............................................................................................................67 Participants from the Conversation Group ............................................................69 Crystal ..............................................................................................................69 Miguel ..............................................................................................................70 L2 Participants .................................................................................................71
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