Authors

Anthony Diebold

Document Type

Dissertation/Thesis

School

Feinstein School of Education and Human Development

Department (Manual Entry)

Department of Educational Studies

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.

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