Document Type

Honors

Department (Manual Entry)

Department of Educational Studies

Rights Management

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0)

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.

Download
COinS