Citations: “It’s Not Fair”: Discourses of Deficit, Equity, and Effort in Mixed Heritage and Second Language Spanish Classes

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Agustina Carando, Sophia Minnillo, Paloma Fernández-Mira, Sam Davidson, Kenji Sagae & Claudia Sánchez-Gutiérrez. (2023) Writing development in Spanish as a second and heritage language: a corpus study on complexity. Journal of Spanish Language Teaching 10:1, pages 59-71.
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Evelyn Durán Urrea, Tania Avilés & Beatriz Lado. Feeling grammarlessness: developing Critical Language Awareness (CLA) in advanced Spanish grammar and linguistics courses for Latinxs. Journal of Spanish Language Teaching 0:0, pages 1-17.
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My V. H. Nguyen, Ellen J. Serafini, Jennifer Leeman & Adam Winsler. (2023) Factors predicting secondary school language course enrollment and performance among U.S. heritage speakers of Spanish. Frontiers in Psychology 13.
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John Chi, Anne E. Donovan & Margaret E. Malone. (2022) Teachers’ Perceptions of Heritage Language Learners: A Large-scale Survey Study on Dialect Variation, Expectations, and Assessment Needs. Heritage Language Journal 19:1, pages 1-39.
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Eva Gómez García. (2022) Examining the Influence of Spanish Heritage Language Learners’ Critical Language Awareness (CLA) Development on Ethnic Identity Formation. Languages 7:3, pages 190.
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Laura Gasca Jiménez & Sergio Adrada-Rafael. (2021) Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs. Languages 6:1, pages 37.
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“It’s Not Fair”: Discourses of Deficit, Equity, and Effort in Mixed Heritage and Second Language Spanish Classes

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“It’s Not Fair”: Discourses of Deficit, Equity, and Effort in Mixed Heritage and Second Language Spanish Classes

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