Heritage language studies

This presentation examines non-standard syntactic structures in Wisconsin Standard High German (WSHG). Drawn from Professor Lester W. J. 'Smoky' Seifert's corpus of recorded German speech (1948)(1949), six speakers identified as speaking 'High German' and employing a standard-like four case nominal morphology nevertheless exhibited non-standard structures, including prenominal periphrastic possessive constructions (PPPs) in place of canonical (genitive) possessives in both main and subordinate clauses; and the use of resumptive subject pronouns. Both such constructions employ a similar external argument structure, the left dislocation of which is a departure from the Standard German verb-second (V2) surface word order. Assuming that syntactic structures are the parts of grammar least easily transferred between languages (van Coetsem 1988), we conclude that these non-standard syntactic structures are most likely a substrate imposition from non-standard varieties into Standard German, rather than a structure incorporated into standard speech. By extension, such analysis supports a bidialectal diglossia in 1940's Wisconsin, in which non-standard European varieties of German were acquired naturally in the home, while Standard German was acquired primarily through social institutionsnotably churches and schools.

Alice Joo. 2018. KHL learners' case particle substitution errors: an investigation of-i/ka,-un/nun,-ul/lul,-ey and-eyse. International Journal of Korean Language Education 4(2), 107-139. This paper examines the frequent Korean case particle substitution errors produced by English-L1 Korean Heritage Language (KHL) learners at intermediate level, focusing on the five common case particles -i/ka, -un/nun, -ul/lul, -ey and -eyse that have been identified as stubborn errors in previous Korean language learner studies. From the errors identified, substitutions between nominative -i/ka and topic-contrast -un/nun, accusative -ul/lul and nominative -i/ka, and locative static -ey and locative dynamic -eyse were the most frequent and are discussed in depth in this study. The main issues appear to be due to a lack of further detailed explanation of particles in upper level textbooks or instructions, as well as a bias towards a 'functional' explanation with a focus on form rather than a 'contextual' explanation with a focus on meaning. The study concludes with a summary of pedagogical implications from the results, and suggestions for further research on KHL learners.

L'armenien occidental est la langue parlee par les Armeniens en diaspora, et est reconnu comme une des langues de France non territoriales par le Ministere de la culture. Elle a ete classee langue en danger par l'Unesco en fevrier 2010. Ce rapport fait suite a une recherche visant a faire un etat des lieux de l'armenien occidental en France, de la pratique de la langue, et des representations associees a l'armenien occidental, son present et son devenir. Il s'appuie sur l'exploitation statistique d'une enquete quantitative en ligne de 29 questions qui a recueilli 1368 reponses entre le 15/01/2014 et le 20/03/2014, ainsi que sur des donnees qualitatives extraites d'une part des commentaires libres autorises par l'enquete, d'autre part de recueil de corpus spontanes d'armenien occidental parle par des locuteurs de profils varies en France.

En aquests apunts ens concentrarem a explicar algunes característiques de l’alumnat d’origen brasiler a Catalunya i de la seva llengua de referència, el portuguès; a parlar d’algunes accions que grups locals duen a terme per donar a aquesta llengua més visibilitat en el sistema escolar; i a reflexionar sobre el seu encaix amb les polítiques lingüístiques actuals per a les llengües i les cultures d’origen en l'àmbit educatiu.

This article presents a critical analysis of language ideologies in the instructional discourse of Spanish for heritage speakers in the United States. We focus on the discourse present in prefaces and introductions to Spanish for heritage speakers textbooks published between 1970 and 2000. Whereas previous research on language ideologies in heritage language instruction has tended to focus on standard language ideologies, in our analysis we broaden the perspective to examine a wider range of ideologies that are part of an institutionally entrenched and socially pervasive politics of knowledge. Our analysis revealed that the intertextual discourse emerging in Spanish Heritage Language (SHL) textbooks correlates with broader ideologies regarding the societal role of the university, the positioning of ethnic studies programs, and the portrayal of cultural and linguistic diversity within academia and society at large. Further, mirroring the evolution of these ideologies, we found that discourses of textbooks from the 1970s and 1980s tend to underscore access, inclusion, and representation for minority Spanish language students while textbooks published in the 1990s emphasize economic competitiveness and globalization. In our discussion of this move from the portrayal of Spanish as linked to student identity to the commodification of linguistic and cultural diversity, we underscore the multifaceted and often contradictory implications of these two ideological constructions.

This study explores Korean-immigrant parents' language ideologies and practices with respect to their American-born children's language development. Participants were seven ethnic Korean families composed of immigrant parents and their American-born children, aged between five and seven, in Midwestern America. Interviews in the medium of Korean with the parents, and naturally-occurring family conversations during a meal time, reading time, and play time were audio-recorded and analyzed. The findings suggest that Korean-immigrant parents have a strong desire to pass on their mother tongue to their American-born children, largely derived from their language barrier, and perception of language as an identity marker and socio-economic capital in case they return to Korea for familial obligations and economic opportunities, which represent the context-specific nature of family language policy. Language strategies, such as parental feedback and language-mixing, serve as a catalyst for the implementation of family language policy on the levels of functions, forms, and teaching of the Korean language for Korean-American children's bilingual development.

The paper presents patterns of language use of the schoolchildren who attend one of the two japanese educational establishments in Barcelona: the Japanese School of Barcelona and the Supplementary Japanese School of Barcelona. Based on the data from a small-scale pilot study, patterns of language use of the children in the communication with their parents, their siblings, and their friends are analyzed.

This article draws on data from an ethnographic multiple-case study on the identity, positioning, and interactions of Spanish as a heritage language (SHL) students in regular Canadian high school Spanish
classes. Interview and classroom observational data are discursively analyzed to reveal the presence of a form of language ideology that equates displayed Spanish speaking ability with language proficiency and heritage. This type of language ideology particularly impacted how one SHL student, who was reluctant to speak Spanish, was positioned and treated in class in ways that not only did not acknowledge her Hispanic heritage or encourage the development
of her oral skills, but also did not recognize the usefulness of her literacy skills. This article problematizes the assumptions that HL students are typically able (and willing) to speak their HL and that this ability is viewed as their most important asset in class. The article concludes with pedagogical implications and directions for future research.

Esta obra apresenta os fundamentos teóricos e práticos da Didática do Português Língua de Herança. Recorrendo a perspetivas disciplinares variadas, como sendo a Linguística, a Sociolinguística e a Didática, e a contextos nacionais e internacionais de formação de alunos e de professores (designadamente, o Ensino Português no Estrangeiro), os autores dão conta da heterogeneidade e da complexidade que caracterizam esta área específica da Didática de Línguas, em termos de políticas enquadradoras, de design curricular, de práticas letivas e de formação e perfil dos seus atores. Didática do Português Língua de Herança interpela investigadores e professores sobre a necessidade de situar e contextualizar qualquer prática de educação linguística, tendo em conta: i) a articulação com as políticas educativas dos países de acolhimento; ii) as características das Comunidades Portuguesas; e iii) os perfis linguísticos dos aprendentes. Pela natureza dos diferentes capítulos, Didática do Português Língua
de Herança torna-se um recurso (in)formativo indispensável a investigadores, professores, pais e
encarregados de educação que desejem aprofundar os seus conhecimentos nesta área.

Language contact phenomena that are audible and/or visible at surface level have been the topic of numerous linguistic studies. The domain of semantic transfers has recently moved more into the focus of scientific analysis. Such conceptual transfers are notable in the second-generation, German-born offspring of former Yugoslavian guest-workers. This contribution provides a short characterisation of this group of speakers, the language contact phenomena underneath the surface and the concepts underlying these phenomena. Hörbare und sichtbare Sprachkontaktphänomene auf der Oberfläche wa-ren und sind noch immer Gegenstand zahlreicher linguistischer Unter-suchungen. Der Bereich der semantischen Transferenzen wird gegenwär-tig vermehrt in den Fokus wissenschaftlicher Analysen genommen. Für innerhalb der zweiten Generation in Deutschland geborene Nachkommen ex-jugoslawischer Gastarbeiter sind solche Konzepttransferenzen auffäl-lig. Dieser Beitrag gibt einen kurzen Abriss über die Eigenschaften dieser Sprechergruppe, über die sprachlichen, unter der sicht-und hörbaren Oberfläche befindlichen Sprachkontaktphänomene und über das dem Phänomen zugrundeliegende Begriffsinstrumentarium.

The notion of 'heritage language and culture' has been gaining more
attention from researchers. With the increase of immigration in today's world, there is an urgent need to portray heritage groups' positions in societies. With the help of more research, it would be rather easier to handle the multilingual context that the world has already turned into. Thus, in this study, the aim is to investigate heritage language and identity perceptions of Turkish heritage youth in North Macedonia.
In this study, mixed methods were adopted for being able to achieve the
aims. The data was collected through an online questionnaire and semi structured interviews. The participants of the questionnaire were 43 students from one private university and one public university in North Macedonia. Also, 3 people participated in the semi-structured interviews. Quantitative data analysis was performed by using SPSS 15 and qualitative data were analysed through NVivo 12. The findings indicated that there is rather a high level of maintenance of Turkish language and heritage in North Macedonia. Also, the majority of the participants were found out to be willing to maintain their heritage in the future.

The dual curriculum model ubiquitous to Orthodox Jewish day schools in North America typically bifurcates into religious (Judaic) studies and general studies. While most classes generally fit into one of those two halves of the curriculum, some classes are not intuitively categorized as wholly belonging to one part over the other. One of those classes is Ivrit (Modern Hebrew). This study aims to describe Ivrit’s place in the dual curriculum model and the various factors that contribute to that reality by exploring the context in which Ivrit emerged as a subject-matter for Orthodox schools and seeking to identify trends in the ways Ivrit is taught. This paper lays out the theories behind how ideology influences curriculum formation and documents how Hebrew has fit into the curriculum of Jewish Education throughout the ages. It also provides a picture of the particular context of North American Orthodox Jewry that this study focuses on, as well as a review of the different theories behind Hebrew education (heritage language vs. communicative language). With this theoretical background in hand, this dissertation surveyed 36 Orthodox high schools in North America to better understand how they viewed Ivrit’s place and shows that ultimately this subject’s place in the dual curriculum model remains ambiguous. Documenting how Ivrit is taught and examining the reasons as to why Ivrit is taught helped shed light on Ivrit’s precarious place in the dual curriculum model, as some of those policies/techniques/motives seem to line up with the aims of the Judaic studies curriculum, while others seemingly reflect the goals of the general studies curriculum.

This article presents Slavic languages in diaspora (SLD) from a broad geographic and diachronic perspective, i.e., worldwide and including old and new Slavic migrant communities with diverse historical and political backgrounds. Accordingly, the definition of SLD is discussed on the one hand within the paradigm of contact linguistics and historical dialectology and on the other hand within the paradigm of the sociolinguistics of migrant communities. The article provides linguistically significant information from the history and demography of Slavic migrant communities (Russian, Polish, Ukrainian, BCMS, Bulgarian, and Czech) and describes their sociolinguistic framework. Furthermore, the article gives a brief comparative overview of the main linguistic features of SLD and the current state of research in the field.

https://referenceworks.brillonline.com/entries/encyclopedia-of-slavic-languages-and-linguistics-online/diaspora-slavic-languages-in-COM_036122

The topic of this study is the language situation of third-generation Turkish immigrants in Germany with a focus on heritage language maintenance, language shift, language choice, and attitude. Third generation Turkish immigrants will fill out a questionnaire where they will be answering questions regarding their extent of language use of Turkish and German, their language proficiency in each language, the domains in which they use Turkish or German, their attitudes towards the two languages, and the factors that support the use of either language.

Ainu is the heritage language of the indigenous people of present-day southern Sakhalin, the Kurile Islands, present-day Hokkaido, and northeastern Honshu (mainland Japan). The UNESCO Interactive Atlas of the World's Languages in Danger (2009) considered the Ainu language critically endangered with only 15 speakers remaining. This article scrutinizes UNESCO's assessment and analyzes the historical and current situation of the Ainu language and its transmission, particularly evaluating government policies related to the transmission of the Ainu language. Analysis in this article will draw upon our field observations and interviews conducted in Hokkaido. Numerous formal and informal discussions were conducted with Ainu teachers, politicians, community members, and activists. Our findings indicate that the grassroots language revitalization efforts have been made and a growing number of youth speak Ainu, although their proficiency levels vary. While policymakers recognize the government's responsibility in reversing language shift, they have yet to articulate adequate policies. The authors conclude with a discussion of the state's positive responsibility to realize the rights ensured by the United Nations of Declaration on the Rights of Indigenous Peoples. This realization will facilitate the transmission of Ainu language and culture, and ensure its vitality in the future. (Contains 1 table and 4 notes.)

No part of this book may be reproduced in any form or by any electronic or mechanical means, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review.

Статья представляет предварительные наблюдения над способами конструирования собственных номинаций, отмеченными в русском языке как унаследованном (Russian as a heritage language) в Швеции и Германии. Предшествующие исследования рассматривали, как правило, одну определённую ситуацию языкового контакта, например, русский / английский, русский / немецкий или русский / иврит. В нашей работе механизмы словообразования у детей-билингвов рассмотрены как в сопоставлении со взрослыми
билингвами, так и в межъязыковом сопоставлении.

This study examines the background and motivations of first through fourth semester university-level Native American language learners at the University of Oklahoma. A survey of ten questions collected data concerning demographic information, students’ home language background, students’ favored classroom activities, students’ motivations for taking the course, and students’ intended future study of the language. The survey was designed to discover who is enrolling in Cherokee, Cheyenne, Choctaw, Muscogee Creek, and Kiowa classes at the University of Oklahoma, and why these individuals choose to study these languages. The analysis distinguishes heritage language learners from second language learners. The results of the study work toward an understanding of whether these students are motivated by integrative or instrumental factors and how understanding these students’ backgrounds and motivations can inform teaching methods.

In the current debates on educational language policy, the focus is still on the second language competencies - especially the written language competencies - of students with a first language other than German. With this background, this study focuses on the development of written language competencies of multilingual students in the syntactic domain. Syntactic development in Turkish and German is investigated in the 7th, 10th, and 12th grades using written argumentative texts. For this purpose, simple, compound and complex sentences in both languages are considered. The study of the effects of bilingual vs. monolingual schooling is conducted using two groups of subjects: (a) from a bilingual school with Turkish as the language of instruction from the 1st grade onward and (b) from a German monolingual school with Turkish as a second foreign language from the 7th grade onward. The study is one of the few to investigate the acquisition of written language by multilingual students, taking into account both languages and first language instruction, and to compare the syntactic development of students in three different grades of lower and upper secondary school.

The paper presents a preparatory phase of a study aimed at the description of a contact version of Russian (the fourth wave of emigration) and the typisation of its morphological and syntactic features. We will base our study on a corpus of oral and written texts. The material of initial observation was provided by interviews with Russian immigrants in Germany as well as experimental data (we checked preferential variants of linguistic phenomena). The latter allowed us to assess the status and prevalence of morphological and syntactic features observed in the interviews. The specific characteristics of the features observed are determined by the comparison of the data obtained with those of the language of the parent state, whilst the changes are revealed by comparison with linguistic papers addressing the first three emigration waves. We determine the nucleus of morphological and syntactic changes common for all contact versions of Russian and investigate the systematic causes of the variation. These include universally weak language domains under the conditions of language contacts, idiomaticity, variability area, socioloinguistic background (extensive language contacts, narrow functioning scope of Russian) as well as psycholin-guistic aspects (reduced language competence of bilingual individuals). Prospects of a corpus study of the fourth emigration wave language are considered. К л ю ч е в ы е с л о в а: контактный вариант русского языка, морфологические и син-таксические особенности, причины языковых изменений 1. Постановка проблемы и задачи исследования Статья отражает подготовительный этап исследовательского проекта, цель которого-создание корпуса устных и письменных текстов языка ди-аспоры и его поуровневое описание на основании корпусных данных. Сверх-задачей запланированного исследования является типологизация морфологи-ческой и синтаксической специфики контактного варианта русского языка и выявление факторов, порождающих эту специфику. Язык диаспоры рассматривается во многих лингвистических работах

After a theoretical overview of the concept of heritage language (HL) from a plurilingual perspective, we will present the project “Images on the (teaching of) Portuguese Language abroad”. For this project, several drawings were collected, produced by lusodescendant children living in Germany and attending supplementary Portuguese lessons. We will analyze four tendencies of students’ representations towards Portuguese and German, as well as towards the skills they have developed in those languages. These representations illustrate four profiles of Portuguese Heritage Language (PHL) learners present in the classroom (in terms of motivations, skills, linguistic repertoires, etc.). As conclusions, we will point at: (a) the validity of a study on representations by means of a drawing collection method, in order to understand the heterogeneity of PHL learners and the need to diversify the teaching-learning strategies; and (b) the advantages of understanding the relationships subjects establish with their languages and with the multilingual and plurilingual milieu they live in, in order the enhance the efficiency of HL education.

This study presents the findings of cross-sectional psycholinguistic research investigating the first-language acquisition of Turkish among heritage speakers in Germany. Studies in heritage language acquisition in the last decades have provided increasing evidence that heritage speakers do not always converge on the grammars of native speakers, which is predominantly explained in relation to estimates of reduced input and output conditions. Nonetheless, Montrul (2010) underlines the fact that estimates cannot be used as

Australia has been praised for the number of languages taught in govemn^ejit schools. In 2004, 50 LOTEs (languages other than English) were offered at Victorian schools, with 36 of those accredited as VCE (Victorian Certificate of Education) subjects. However, the system lias significant difficulties attracting students to VCE LOTE study, with less tlian 15% of government school Year 12 students studying a LOTE in 2004. Studaits often appear to be particularly reluctant to study their heritage languages at VCE level, with many languages having less than five students sit VCE exams each year Such low numbers threaten the viability of existing programs and suggest stuxlent dissatisfaction with current LOTE programs. Drawing on interview data from migrant-background students attending one Melbourne government secondary college, this paper explores the reasons students give for (not) studying their heritage languages at VCE level. In particular it focuses on the effectiveness of two arguments commonly employed by schools to market VCE LOTE study to heritage language speakers: that they will receive good marks for little effort and that they will become more employable. Wlule showing that these arguments are effective in attracting certain types of students to heritage LOTE study at VCE, it demonstrates that many students either doubt the potential benefits of study or are disinterested in achieving them. In light of these comments, the article closes with some recommendations.

Este ensayo se enfoca en el proceso de adquisición de lengua de los hablantes de herencia, especialmente los hablantes de herencia de español en los Estados Unidos, y busca demostrar cómo este proceso de adquisición proporciona oportunidades únicas para la lingüística del bilingüismo y del desarrollo del lenguaje. Los resultados de un estudio de seguimiento ocular sobre el uso del género gramatical en Fuchs (2021) indican que los hablantes de herencia son tan capaces como los hablantes de control de usar la información referente al género en los artículos ‘el’ y ‘la’ para anticipar el sustantivo que los sigue. En este trabajo, tales resultados se evalúan en el contexto de dos discusiones mayores con el objetivo de ilustrar cómo el estudio de lenguas de herencia, —especialmente el español, que es ampliamente hablado por hablantes de herencia, estudiantes de segunda lengua e inmigrantes de primera generación en los EE. UU.— puede ayudar a identificar y decidir entre varios factores relacionados con el desarrollo de la lengua: entre (a) adquisición nativa de la lengua y competencia lingüística, a través de un estudio de caso sobre el procesamiento de concordancia del género gramatical en oraciones nominales; (b) input de lengua y desarrollo cognitivo general, a través de un estudio de caso sobre el reconocimiento del habla. En la parte final del ensayo, se señala la necesidad de que este tipo de estudios incorporen reportes sistemáticos y claros del trasfondo y la competencia lingüística de los participantes.

Der Erhalt von Minderheitensprachen ist ein in der Mehrsprachigkeitsforschung aktuell vielfach diskutiertes Thema. Die Beschäftigung mit diesem Gegenstand stellt nicht nur das gängige Verständnis von „muttersprachlicher“ Kompetenz infrage, sondern erweitert auch eine idealisierte Vorstellung von balanciert Mehrsprachigen um Sprecher mit vielfältigeren Sprachprofilen. Dieser Band stellt nach einem umfassenden, interdisziplinär angelegten Überblick über das Forschungsfeld eine empirische quantitative Studie vor, die den Einfluss unterschiedlicher außersprachlicher Faktoren auf den Erhalt bzw. den Verlust der Minderheitensprache bei Jugendlichen der zweiten Migrantengeneration in Deutschland untersucht.

Este capítulo de livro pretende explicar as origens do ativismo em torno do português como língua de herança (PLH) pela comunidade brasileira da diáspora. Suas origens remontam, por um lado, às ondas migratórias de brasileiros para o exterior a partir da primeira década do século XXI, mas também estão relacionadas a três fatores: 1. A existência de políticas públicas para os brasileiros residentes fora do Brasil; 2. As ações locais realizadas em países estrangeiros para a promoção do PLH; e 3. A popularização do acesso à internet e a ferramentas 2.0. O desenvolvimento desses três fatores permitiu que encontros presenciais de educadores, pais e ativistas começassem a ser organizados para discutir e definir as agendas em torno ao PLH.

This Forum challenges and problematizes the term incomplete acquisition, which has been widely used to describe the state of competence of heritage speaker (HS) bilinguals for well over a decade (see, e.g., Montrul, 2008). It is suggested and defended that HS competence, while often different from monolingual peers, is in fact not incomplete (given any reasonable definition by the word incomplete), but simply distinct for reasons related to the realities of their environment.

I bring together two research strands that rarely interact and might even seem incom-mensurable, namely sociolinguistic approaches to linguistic fluidity and multi-competence on the one hand, and structural approaches to linguistic coherence and grammatical systems on the other hand. I show that we can reconcile insights from these two strands in a linguistic architecture that takes communicative situations as the core of linguistic systematicity, and integrates them into lexical representations. Under this view, communicative situations are the basis for linguistic coherence and grammatical systems, while languages can emerge as optional sociolinguistic indices.

The concept of ’natural heritage’ has become increasingly significant with the threat of dwindling resources, environmental degradation and climatic change. As humanity’s impact on the condition of life on earth has become more prominent, a discernible shift in the relationship between western society and the environment has taken place. This is reflective of wider historical processes which reveal a constantly changing association between humanity’s definition and perception of what ’nature’ constitutes or what can be defined as ’natural’. From the ornate collections of specimens which formed the basis of a distinct concept of ’nature’ emerging during the Enlightenment, this definition and the wider relationship between humanity and natural history have reflected issues of identity, place and politics in the modern era.

This book examines this process and focuses on the ideas, values and agendas that have defined the representation and reception of the history of the natural world, including geology and palaeontology, within contemporary society and addresses how the heritage of natural history, whether through museums, parks, tourist sites or popular culture is used to shape social, political, cultural and moral identities. It will be of interest to scholars and practitioners within heritage studies, public history, ecology, environmental studies and geography.

Este libro ofrece un acercamiento a la sociolingüística y al estudio del lenguaje y la sociedad, que luego se aplica al análisis del español hablado en los Estados Unidos. Además de proporcionar información clave sobre la demografía y la historia del español en dicho país, se analiza su situación sociopolítica, la relación de la lengua con las identidades latinxs, y las formas en que las ideologías y políticas lingüísticas reflejan y condicionan la percepción del español y sus hablantes. Se examina el uso y la representación del español en una amplia gama de contextos, incluyendo el habla cotidiana, los medios de comunicación, las escuelas, el censo y las instituciones gubernamentales y no gubernamentales. Cada capítulo incluye preguntas de discusión y actividades de análisis. Esta edición se basa en Speaking Spanish in the US (2020), pero está pensada específicamente para el público hispanohablante.

También hay una edición en lengua inglesa: https://www.multilingual-matters.com/page/detail/?k=9781788928298

RESEÑAS
"Adoptando un enfoque crítico, socioconstruccionista y absolutamente interdisciplinario, Leeman y Fuller logran enormes avances en la tarea de desentrañar la miríada de fundamentos etnorraciales, geopolíticos y socioculturales que afectan a las personas de habla hispana a la hora de ser contadas, educadas y atendidas dentro de la sociedad estadounidense. Este libro se convertirá, sin duda, en una piedra angular en la formación de la próxima generación de intelectuales y activistas que se dediquen al estudio del español en los Estados Unidos."
Glenn A. Martínez, Ohio State University, Estados Unidos

"El español en los Estados Unidos es una realidad orgánica que no se deja asir con facilidad. Las profesoras Leeman y Fuller se han puesto manos a la obra y no han dejado tema por tratar, debate por discutir ni polémica por afrontar. Hablar español en Estados Unidos es un libro formativo e informativo, pero también atrevido, que refleja la intensidad con que puede vivirse una realidad sociolingüística tan compleja como la estadounidense."
Francisco Moreno Fernández, Universität Heidelberg, Alemania y Universidad de Alcalá, España

"Este excelente libro ya ha establecido su importancia como una perspicaz presentación del español en Estados Unidos, sobre todo desde la perspectiva innovadora de la sociopolítica del lenguaje. La edición en español es significativa tanto por hacerlo accesible al público hispanohablante como por los interesantes desafíos lingüísticos que plantea. El énfasis en el 'lenguaje inclusivo' ejemplifica la sensibilidad de las autoras hacia el lenguaje que sustenta este libro."
Clare Mar-Molinero, University of Southampton, Reino Unido

En definitiva, [este libro] muestra las realidades sociolingüísticas del español en EEUU, visibilizando la diversidad de la comunidad latinx y su relevancia en la historia, sociedad y desarrollo económico de este país. Es un libro accesible para estudiantes e investigadores que no tienen formación especializada en los estudios sobre lenguaje en su contexto sociocultural; sin embargo, también constituye un estudio de largo alcance que indaga perspicazmente las causas etno- racionales, geopolíticas, ideológicas y sociales que subyacen en el discurso que degrada a los hispanohablantes y a sus prácticas lingüísticas.
Discurso & Sociedad, Vol.15(4), 2021

RESEÑAS DE LA EDICION EN INGLES:
"A significant contribution to the study of language in society, this book challenges readers to consider the social and political meanings of speaking Spanish in the United States [...] The inclusion of key terminology, discussion questions, and resources for further reading make this book an ideal text for courses in linguistics, language studies, and a number of other disciplines."
Language in Society 50 (2021)

"Educators, scholars, and students of linguistics, Hispanic linguistics, and Latino studies, as well as academics in other fields and nonacademics interested in the state of Spanish in the US would benefit tremendously from reading this text, as it intertwines many threads quite masterfully and clearly develops how to use an interdisciplinary critical sociopolitical approach to integrate language, identity, and linguistic ideology into teaching and social justice."
Latino Studies, 2021

"Speaking Spanish in the US es, desde ya, un hito en los estudios sobre la lengua española en los Estados Unidos. Marca el camino, o los caminos, a seguir."
Hispania, Volume 104, Number 3, September 2021

"Este libro es una publicación sumamente interesante para aprender y reflexionar acerca del contexto social, político e ideológico del español en los Estados Unidos en la actualidad y también acerca de las condiciones históricas y otros antecedentes que han moldeado esa situación [...] [E]s altamente recomendable para estudiantes o para investigadores que precisen de referencias sobre temas particulares concernientes al español. 
Infoling 6.24 (2021)

I will plan to use this textbook for my general education-level students, and I would recommend it to instructors teaching courses on the sociopolitics of Spanish in the US; it takes on an ambitious array of potentially sprawling topics in an interesting, focused, and accessible way. This work lives up to its promise, providing a valuable, complex approach to a compelling topic that is of critical importance to higher education in today's political landscape.
Journal of Spanish Language Teaching, 2021

The book is clearly organized and would make an engaging text for a course on Spanish in the U.S. or courses that study the intersection of politics and language. Students of many interrelated disciplines could benefit from this book, as well as Spanish instructors who are ready to implement critical pedagogy in their courses and would like inspiration for where to start.
Spanish as a Heritage Language Vol. 1 No. 1, 2021

This volume is an important addition to the growing body of linguistic research on the oldest European language spoken in what is now the United States. Its focus on the social and political realities of Spanish speakers, as opposed to structural aspects of the language itself, sets it somewhat apart from other studies. While some book-length treatises do mention the sociopolitical dimensions in which Spanish exists, none deals with these as a principal theme.
Journal of Multilingual and Multicultural Development, 2021

DISPONIBLE:
https://www.multilingual-matters.com/page/detail/?k=9781800413955

How can the language classroom be reinvented as a space for decolonization, transformation, and the development of critical consciousness? Language researchers and educators should not shy away from taking up these issues, as part of a critical language pedagogy. This is the critical pedagogy I would like to talk about here. A pedagogy that names, interrupts, challenges, critiques, and has a proposal for a different kind of language classrooms, curricula, schools, and communities that in turn affect societies and human life as a whole.
This Special Issue of L2 Journal comes out at a very unusual historical juncture. The year 2020 is being registered in our lives and in our collective imaginary as the year that has radically changed human life as we know it. A pandemic of historic proportions has ruptured our existence and shaken our sense of “normalcy,” redefining human life and relations, teaching, learning, and labor. At the same time, an unprecedented and long overdue wave of demonstrations, protests, and mobilizations, triggered by the murder of another Black man by the police, brought to the fore once more the Black Lives Matter movement, capturing the ongoing oppression, discrimination, violence, and systemic racism against people of color in the United States. Both events and their consequences are forcing us to rethink our pedagogies. How are we, as academics, researchers, and language educators, engaging with this social and political reality? How do we educate and raise educators’ and students’ critical consciousness, so that they will always find themselves on the right side of history? If we want to claim doing engaged scholarship that truly aims at improving the lives of students, their families, their communities, and our society, we must be ready to talk about the workings of
power and power asymmetries, the unequal distribution of wealth and power, racism, and the role of schooling in all this

The present study investigates immigrant parents’ family language policies in regards to their children’s heritage language development and maintenance by utilizing Spolsky’s theoretical model on which research on family language policy (FLP) considerably draw. Following the three core components of the FLP model, Iranian parents’ beliefs, practices and efforts in relation to their children’s home language (i.e. Persian/Farsi) acquisition and maintenance are investigated. The data were collected through semi-structured interviews with twenty-five parents of Persian-English bilinguals (6–18 year old) in New Zealand. The findings reveal that although the parents hold positive beliefs towards the family language acquisition and maintenance, there are discrepancies between their language ideologies and family language practices. In light of these inconsistencies between parents’ beliefs and their actual family language practices and efforts to preserve the heritage language, we argue that to raise their children bilingually, immigrant parents should not only have strong beliefs towards family language acquisition and maintenance, but also their everyday practices and efforts should be in line with their beliefs.