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Journal of Spanish Language Teaching Volume 5, 2018 - Issue 1
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Articles

Investigación y pedagogía en la enseñanza del español como lengua de herencia (ELH): una metasíntesis cualitativa

Elisa GironzettiDepartment of Spanish and Portuguese/SLLC, University of Maryland, College Park, MD, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-9493-4802
ORCID Icon &
Flavia BelpolitiDepartment of Literature and Languages, Texas A&M University-Commerce, Commerce, TX, USA
Pages 16-34 | Received 31 Aug 2017, Accepted 05 Mar 2018, Published online: 25 Jun 2018

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Publicaciones analizadas en la metasíntesis

  • Achugar, M. y C. Colombi. 2008. “Functional Linguistic Explorations into the Longitudinal Study of Advanced Capacities: The Cases of Spanish Heritage Language Learners”. En The Longitudinal Study of Advanced Second Language Capacities, eds. L. Ortega y H. Byrnes. Londres y New York: Routledge.
  • Altstaedter, L. L. 2017. “Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study”. Foreign Language Annals 50 (1): 38–56. doi: 10.1111/flan.12221
  • Beaudrie, S. 2006. Spanish Heritage Language Development: A Causal-Comparative Study Exploring the Differential Effects of Heritage versus Foreign Language Curriculum. Tesis doctoral, The University of Arizona.
  • Belpoliti, F. y Fairclough, M. 2016. “Inquiry-based Projects in the Spanish Heritage Language Classroom: Connecting Culture and Community through Research”. Hispania 99 (2): 258–273. doi: 10.1353/hpn.2016.0045
  • Blake, R. J. y E. C. Zyzik. 2003. “Who’s Helping Whom?: Learner/Heritage-Speakers’ Networked Discussions in Spanish”. Applied Linguistics 24 (4): 519–544. doi: 10.1093/applin/24.4.519
  • Bloom, M. y L. Chambers. 2009. “Dual Enrollment in Spanish: One Working Model”. Hispania 92 (2): 324–335
  • Bocci, M. C. 2016. “Youth Participatory Action Research in World Language Classrooms”. Foreign Language Annals 49 (3): 455–478. doi: 10.1111/flan.12216
  • Bowles, M. 2011. “Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom”. Heritage Language Journal 8 (1): 30–65.
  • Bowles, M., R. Adams y P. Toth. 2014. “A Comparison of L2–L2 and L2–Heritage Learner Interactions in Spanish Language Classrooms”. The Modern Language Journal 98 (2): 497–517. doi: 10.1111/modl.12086
  • Burgo, C. 2016. “Oral History as an Innovative Language Teaching Technique for Spanish Heritage Language Learners”. International Journal of Teaching & Learning in Higher Education 28 (3): 451–459.
  • Bylund, E. y M. Díaz. 2012. “The Effects of Heritage Language Instruction on First Language Proficiency: A Psycholinguistic Perspective”. International Journal of Bilingual Education and Bilingualism 15 (5): 593–609. doi: 10.1080/13670050.2012.676620
  • Caesar, L. y N. Wolf Nelson. 2013. “Parental Involvement in Language and Literacy Acquisition: A Bilingual Journaling Approach”. Child Language Teaching and Therapy 30 (3): 317–336. doi: 10.1177/0265659013513028
  • Colombi, M. 2009. “A Systemic Functional Approach to Teaching Spanish for Heritage Speakers in the United States”. Linguistics and Education 20 (1): 39–49. doi: 10.1016/j.linged.2009.01.004
  • Colombi, M. 2015. “Academic and Cultural Literacy for Heritage Speakers of Spanish: A Case Study of Latin@ Students in California”. Linguistics and Education 32: 5–15 doi: 10.1016/j.linged.2015.05.006
  • Cordero, M. 2008. Integrating Reading, Writing, and Talk in the Spanish for Native Speakers Classroom. Tesis doctoral, University of Illinois, Chicago.
  • Durán, L., C. Roseth y P. Hoffman. 2014. “Effects of Transitional Bilingual Education on Spanish-Speaking Preschoolers’ Literacy and Language Development: Year 2 Results”. Applied Psycholinguistics 36 (4): 921–951 doi: 10.1017/S0142716413000568
  • Durán-Cerda, D. 2008. “Strengthening ‘La Identidad’ in the Heritage Learner Classroom: Pedagogical Approaches”. Hispania 91 (1): 42–51.
  • Edstrom, A. 2006. “Oral Narratives in the Language Classroom: A Bridge between Non-Native, Heritage, and Native-Speaking Learners”. Hispania 89 (2): 336–346. doi: 10.2307/20063311
  • Fairclough, M. 2005. Spanish and Heritage Language Education in the United States: Struggling with Hypotheticals. Madrid: Iberoamericana Vervuert.
  • Fairclough, M. y A. Mrak. 2003. “La enseñanza del español a los hispanohablantes bilingües y su efecto en la producción oral”. En Mi lengua: Spanish as a Heritage Language in the United States, Research and Practice, eds. A. Roca y C. Colombi, 198–212. Washington, DC: Georgetown University Press.
  • Garcia Frazier, E. G. 2004. Concept-Based Teaching and Spanish Modality in Heritage Language Learners: A Vygotskyan Approach. Tesis doctoral, University of Massachusetts, Amherst.
  • García, S. S. y C. F. García. 2016. “Transformative Professional Development and the Promotion of Literacy through Culturally Responsive Pedagogy”.
  • Helmer, K. A. 2014. “‘It’s Not Real, It’s Just a Story to Just Learn Spanish’: Understanding Heritage Language Learner Resistance in a Southwest Charter High School”. Heritage Language Journal 11 (3): 186–205.
  • Hinman, T. y H. Ye. 2017. “Hybrid Practices in the Alternative Learning Spaces of Community-Based Heritage Language Programs”. New Waves – Educational Research & Development 20 (1): 1–22.
  • Hislope, K. 2003. “A Reading Study of Spanish Heritage Speakers”. Reading Matrix: An International Online Journal 3 (2): 1–21.
  • Jegerski, J. y E. Ponti. 2014. “Peer Review among Students of Spanish as a Heritage Language: The Effectiveness of a Metalinguistic Literacy Task”. Linguistics and Education 26: 70–82. doi: 10.1016/j.linged.2014.03.002
  • King de Ramírez, C. 2015. “Strategy and Action: Assessing Student-Led Culture Workshops within the Professions”. Foreign Language Annals 48 (1): 56–67. doi: 10.1111/flan.12125
  • Lamar Prieto, C. 2016. “On Teaching the History of California Spanish to HLL Using Siri: Methodology and Procedures”. New Approaches in Educational Research 5 (2): 107–114. doi: 10.7821/naer.2016.7.192
  • Leeman, J. 2005. “Engaging Critical Pedagogy: Spanish for Native Speakers”. Foreign Language Annals 38 (1): 35–45 doi: 10.1111/j.1944-9720.2005.tb02451.x
  • Leeman, J., L. Rabin y E. Roman-Mendoza. 2011. “Identity and Activism in Heritage Language Education”. The Modern Language Journal 95 (4): 481–495. doi: 10.1111/j.1540-4781.2011.01237.x
  • Llombart-Huesca, A. y A. Pulido. 2017. “Who Needs Linguistics? Service-Learning and Linguistics for Spanish Heritage Language Learners”. Hispania 100 (3): 348–360. doi: 10.1353/hpn.2017.0063
  • Lowther Pereira, K. 2015. “Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers”. Heritage Language Journal 12 (2): 159–185.
  • Martínez, G. 2003. “Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach”. Heritage Language Journal 1 (1): 1–14.
  • Martínez, G. 2007. “Writing Back and Forth: The Interplay of Form and Situation in Heritage Language Composition”. Language Teaching Research 11 (1): 31–41. doi: 10.1177/1362168806072454
  • Montrul, S. y M. Bowles. 2010. “Is Grammar Instruction Beneficial for Heritage Language Learners? Dative Case Marking in Spanish”. Heritage Language Journal (7) 1: 47–73.
  • Pascual y Cabo, D., J. Prada y K. Lowther Pereira. 2017. “Effects of Community Service-Learning on Heritage Language Learners’ Attitudes toward Their Language and Culture”. Foreign Language Annals 50 (1): 71–83. doi: 10.1111/flan.12245
  • Petrov, L. A. 2013. “A Pilot Study of Service-Learning in a Spanish Heritage Speaker Course: Community Engagement, Identity, and Language in the Chicago Area”. Hispania 96 (2): 310–327. doi: 10.1353/hpn.2013.0033
  • Pollard-Durodola, S., J. E. Gonzalez, T. Satterfield, J. R. Benki y C. Ungco. 2017. “Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge”. The Reading Teacher 71 (3): 335–345. doi: 10.1002/trtr.1615
  • Potowski, K, J. Berne, A. Clark y A. Hammerand. 2008. “Spanish for K-8 Heritage Speakers: A Standards-Based Curriculum Project”. Hispania 91 (1): 25–41.
  • Potowski, K., J. Jegerski y K. Morgan-Short. 2009. “The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers”. Language Learning 59 (3): 537–579. doi: 10.1111/j.1467-9922.2009.00517.x
  • Schwarzer, D. y M. Petrón. 2005. “Heritage Language Instruction at the College Level: Reality and Possibilities”. Foreign Language Annals 38 (4): 568–578. doi: 10.1111/j.1944-9720.2005.tb02523.x
  • Shin, N. L. y M. Hudgens Henderson. 2017. “A Sociolinguistic Approach to Teaching Spanish Grammatical Structures”. Foreign Language Annals 50 (1): 195–213. doi: 10.1111/flan.12249
  • Tedick, D. y A. I. Young. 2016. “Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction”. Applied Linguistics 37 (6): 784–807.
  • Tijunelis, V., T. Satterfield y J. Benki. 2013. “Linking Service-learning Opportunities and Domestic Immersion Experiences in US Latino Communities: A Case Study of the ‘En Nuestra Lengua’ Project”. Hispania 96 (2): 264–282. doi: 10.1353/hpn.2013.0050
  • Tocaimaza-Hatch, C. y L. Walls. 2016. “Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish”. Hispania 99 (4): 650–665. doi: 10.1353/hpn.2016.0109
  • Valentín-Rivera, L. 2016. “Activity Theory in Spanish Mixed Classrooms: Exploring Corrective Feedback as an Artifact”. Foreign Language Annals 49 (3): 615–634. doi: 10.1111/flan.12206
  • Walls, L. 2013. Interactions between and among Heritage Language Learners and Second Language Learners during Collaborative Writing Activities: How Learners Attend to Language. Tesis doctoral, University of California, Los Ángeles.
  • Yanguas, I. y B. Lado. 2012. “Is Thinking Aloud Reactive When Writing in the Heritage Language”. Foreign language Annals 45 (3): 380–399. doi: 10.1111/j.1944-9720.2012.01198.x

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