Are We Meeting the Needs of Our Heritage Language Learners?
Abstract
This study aimed to analyze the experiences of Spanish-speaking heritage language learners in the Spanish program at a high school in Rhode Island to see how dominant language ideologies position heritage speakers and their funds of knowledge in the curriculum and in the classrooms of a predominately Latin American school. This study used a qualitative approach to data collection and analysis. The conclusions suggest that reforms are needed to the school’s Spanish program in order to deliver more equitable instruction.
This paper has been withdrawn.