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    This document outlines a planned deliverable for a literature review on Spanish Heritage Language maintenance. The literature review will discuss how bilingual/bicultural identity negotiation, heritage language use, and language ideologies may be related. It will explore the unique identities of Spanish Heritage Language learners and how their varying experiences with language reveal different degrees of agency. The literature review will cover identity, language ideology, and Spanish Heritage Language. To carry out the study, the author plans to develop a theoretical framework to analyze observational, interview, and field note data collected through an ethnographic approach. The purpose is to better understand the school experiences of first generation Mexican American students in Spanish heritage language classrooms and how they negotiate identity construction.

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    This document outlines a planned deliverable for a literature review on Spanish Heritage Language maintenance. The literature review will discuss how bilingual/bicultural identity negotiation, heritage language use, and language ideologies may be related. It will explore the unique identities of Spanish Heritage Language learners and how their varying experiences with language reveal different degrees of agency. The literature review will cover identity, language ideology, and Spanish Heritage Language. To carry out the study, the author plans to develop a theoretical framework to analyze observational, interview, and field note data collected through an ethnographic approach. The purpose is to better understand the school experiences of first generation Mexican American students in Spanish heritage language classrooms and how they negotiate identity construction.

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    This document outlines a planned deliverable for a literature review on Spanish Heritage Language maintenance. The literature review will discuss how bilingual/bicultural identity negotiation, heritage language use, and language ideologies may be related. It will explore the unique identities of Spanish Heritage Language learners and how their varying experiences with language reveal different degrees of agency. The literature review will cover identity, language ideology, and Spanish Heritage Language. To carry out the study, the author plans to develop a theoretical framework to analyze observational, interview, and field note data collected through an ethnographic approach. The purpose is to better understand the school experiences of first generation Mexican American students in Spanish heritage language classrooms and how they negotiate identity construction.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    33 views2 pages

    Deliverable

    Uploaded by

    api-242422638
    This document outlines a planned deliverable for a literature review on Spanish Heritage Language maintenance. The literature review will discuss how bilingual/bicultural identity negotiation, heritage language use, and language ideologies may be related. It will explore the unique identities of Spanish Heritage Language learners and how their varying experiences with language reveal different degrees of agency. The literature review will cover identity, language ideology, and Spanish Heritage Language. To carry out the study, the author plans to develop a theoretical framework to analyze observational, interview, and field note data collected through an ethnographic approach. The purpose is to better understand the school experiences of first generation Mexican American students in Spanish heritage language classrooms and how they negotiate identity construction.

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    Running Head: DELIVERABLE

    Cristina A. Velazquez
    Deliverable
    California State University San Bernardino

    Running Head: DELIVERABLE


    My planned deliverable will include my literature review topic and planned
    methodology. This literature review discusses Spanish Heritage Language maintenance
    not in relation to the often-heated debate over immigration reform or other political
    considerations, but rather in relation to the possible relationship between
    bilingual/bicultural identity negotiation, heritage language use, and language ideologies.
    The reason I have chosen to carry this dissertation is because Spanish Heritage
    Language learners have unique and thought-provoking identities associated with
    language that reveal varying degrees of agency. It is a challenge to disassociate
    language and identity, especially in the different experiences Heritage language
    students. This literature review includes concepts that capture the relationships between
    language, identity, and the larger social, cultural context. Consequently, three major
    areas of literature were reviewed: (a) identity, (b) language ideology, and (c) Spanish
    Heritage Language.
    To carry out this study, I aim at developing a theoretical framework by which the
    studies data can be analyzed using an ethnographic approach. Observations,
    interviews, and field notes will be the emphasis in the data collection. A qualitative
    approach helps to describe and illuminate social phenomena, perchance even
    discovering facets seldom produced from quantitative inquiry. Again, the purpose of this
    study is to better understand the schooling experiences of 1st generation MexicanAmerican students in the Spanish heritage language (SHL) classroom and investigate
    how SHL learners negotiate through identity construction.

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