Learning and Not Learning in the Heritage Language Classroom : : Engaging Mexican-Origin Students / / Kimberly Adilia Helmer.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2020 Part 2
• VerfasserIn: Helmer, Kimberly Adilia,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource (256 p.)
• Other title: Frontmatter --; Contents --; Acknowledgements --; 1. Beginnings and Endings --; 2. From Cecilia Paulson to Downtown High School, Research Questions, Methodology and Theoretical Frameworks --; 3. Hablais Como Pachucos --; 4. It’s Not Real: It’s Just Spanish Class --; 5. The Tao of Teaching --; 6. Place and Project-based Spanish Heritage Language Teaching and Learning --; 7. Then and Now --; Appendices --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788927642; 9783110696295; 9783110704716; 9783110704518; 9783110704761; 9783110704563; 9783110689600; 9783110696301
• DOI: 10.21832/9781788927642
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Kimberly Adilia Helmer.

Learning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes.