Elevating "Low" Language for High Stakes: A Case for Critical, Community-Based Learning in a Medical Spanish for Heritage Learners Program

Autor/inn/en	Martinez, Glenn; Schwartz, Adam
Titel	Elevating "Low" Language for High Stakes: A Case for Critical, Community-Based Learning in a Medical Spanish for Heritage Learners Program
Quelle	In: Heritage Language Journal, 9 (2012) 2, S.37-49 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Public Health; Language Maintenance; Patients; Language Variation; Heritage Education; Spanish; Teaching Methods; Second Language Instruction; Second Language Learning; Native Language Instruction; Community Programs; College Students; Majors (Students); Biology; Nursing Education; Health Education; Internship Programs; Health Services; Poverty; Questionnaires; Student Attitudes; Medical Services; Native Speakers; Texas + Suchen Sie Ihr Suchwort? Gesundheitswesen; Sprachpflege; Patient; Sprachenvielfalt; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Collegestudent; Biologie; Pflegepädagogik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Berufspraktische Ausbildung; Health service; Gesundheitsdienst; Armut; Fragebogen; Schülerverhalten; Arzt; Muttersprachler
Abstract	Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relano-Pastor, 2009). This paper reports on the outcomes of a community-based SHL program for medical purposes. SHL college students majoring in biology, nursing and other health-related programs participated in a semester-long mini-internship in a community health center serving indigent patients in Hidalgo County, Texas. Faculty and clinic staff collaborated to create an integrated experience for the students. The experience was assessed through a reflection questionnaire completed by the students. An analysis of the assessment data suggests that students emerged from the experience with a heightened commitment to Spanish language maintenance, an expanded bilingual range, and an understanding and respect for language variation in Spanish. (Contains 1 table and 2 notes.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10