“MI ABUELA LO DICE ASÍ”: NAVIGATING LANGUAGE IDEOLOGIES WITH SECONDARY SPANISH HERITAGE LANGUAGE LEARNERS

Abstract

This study explores how high school Spanish teachers are prepared to work with heritage language learners in an evolving educational landscape. In the United States, where Hispanic-origin students form the largest minority group, teachers face the challenge of balancing traditional language instruction with the unique cultural and linguistic needs of these students. Using qualitative discourse analysis grounded in Critical Language Awareness, this research examines how in-service teachers express their beliefs about language and whether their initial training equips them to foster a critical awareness of language diversity in the classroom. Findings from this research aim to shed light on current gaps in teacher training and provide insights into how more inclusive, socially just teaching practices can be developed to empower students and embrace the rich diversity of Spanish language varieties.