ERIC ED468311: An Infusion Curriculum for the Heritage Speaker of Spanish.

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DOCUMENT RESUME
ED 468 311
FL 027 391
Gonzalez-Pino, Barbara
AUTHOR
An Infusion Curriculum for the Heritage Speaker of Spanish.
TITLE
2000-00-00
PUB DATE
19p.; In: Proceedings for the Texas Foreign Language
NOTE
[Education] Conference (Austin, Texas, March 31-April 1,
2000); see FL 027 384.
Research (143) --
Journal Articles (080) Reports
PUB TYPE
Speeches /Meeting Papers (150)
Texas Papers in Foreign Language Education; v5 n1 p93-109
JOURNAL CIT
spec iss Fall 2000
EDRS Price MF01/PC01 Plus Postage.
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*Heritage Education; Higher Education; Hispanic American
DESCRIPTORS
Students; *Native Language Instruction; *Spanish; *Student
Attitudes; Teaching Methods; Urban Areas
ABSTRACT
This article presents an overview of the literature on
program models for teaching Spanish to heritage speakers, noting definitions,
intake and placement procedures, typical offerings, and effective approaches,
and covering a proficiency orientation, infusion of subculture materials,
study of sociolinguists, community involvement, and cooperative learning. It
then focuses on three studies conducted in an urban commuter institution with
a large number of heritage speakers to determine students' views of mixed
classes, motivations for rejecting heritage classes, and assessment of their
own language background and abilities. Finally, the article reports on an
experiment to infuse materials about southwest Spanish into second-, third-,
and fourth-semester classes. The experiment was well-received by students. It
suggests both a permanent infusion curriculum for the regular Spanish course
sequence and using this approach to interest additional heritage learners in
classes tailored to their needs. Appendices present questionnaires and a
description of southwest Spanish. (Contains 35 references.)
(Author/SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
An Infusion Curriculum For The Heritage Speaker Of Spanish*
BARBARA GoNzALEz-PING, University of Texas at San Antonio
U.S. DEPARTMENT OF EDUCATION
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Office of Educational Research and Improvement
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This document has been reproduced as
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1:1 Minor changes have been made to
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Points of view or opinions stated in this
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document do not necessarily represent
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BEST COPY AVAILABLE
The Heritage Speaker Of Spanish*
An Infusion Curriculum For
Antonio
BARBARA GONZALEZ-PING, University of Texas at San
models for teaching
The author presents an overview of the literature on program
intake and placement procedures,
Spanish to heritage speakers, noting definitions,
covering a proficiency orientation, in-
typical offerings, and effective approaches, and
sociolinguistics, community involvement,
fusion of subculture materials, study of
three studies conducted in an urban
cooperative learning, etc. She then focuses on
number of heritage speakers to determine stu-
commuter institution with a large
rejecting heritage classes, and assess-
dents' views of mixed classes, motivations for
background and abilities. Finally she reports on an
ment of their own language
and
Southwest Spanish into second-, third-,
experiment to infuse materials about
received by students and suggests
fourth-semester classes. The experiment was well
regular Spanish course sequence and
both a permanent infusion curriculum for the
additional heritage learners in classes tailored to
this approach to interesting some
their needs.
SPEAKER
MEETING THE NEEDS OF THE HERITAGE
of enrollments in many
Heritage speakers constitute a significant percentage
language knowledge and skills they bring to
Spanish language programs, and the
valuable national resources (Campbell
their studies are increasingly recognized as
build upon and develop further rather
and Peyton, 1998), resources that we must
(Latoja, 1997). Nevertheless, only 26 percent
than deprecate and attempt to replace
heritage classes in 1990 (Wherritt, 1990),
of Spanish programs in the nation offered
currently. While we do not have clear statis-
and only an estimated 32 percent do so
of programs that have enough heritage
tical information regarding the number
those students, given the ever-growing
speakers to warrant special courses for
schools we can well be concerned whether the
number of Hispanic students in our
level. Mixed classes are still the
needs of many are being well met at the 32 percent
little to no infor-
(L. LeBlanc and Lally, 1997), and we have
norm in many settings
the needs of heritage students
mation about any special efforts being made to meet
available.
within those classes when heritage classes are not
IDENTIFYING THE HERITAGE SPEAKER
heritage speakers, Spanish
In practice, we refer to the target population as
false beginners, among other terms. We
speakers, native speakers, and a subset of
with those terms, referring to those who
also may associate varying definitions
those who hear Spanish in the home
speak Spanish in the home and community,
and perhaps at least partly educated in
and community, those who are foreign-born
the language
and those who may have spoken or heard
a Spanish-speaking country,
in school at some level for some period.
in the home or community and studied it
when we examine a thorough treat
Indeed, the profile is complex, even more so
Education Conference 2000 (TexFLEC
* Presented at the Texas Foreign Language
3
31-Apri11, 2000.
2000), University of Texas at Austin, March
Education
94
Texas Papers in Foreign Language
eral for placing nonheritage students,
ment such as that of Valdes
(1997),
such as those from Brigham Young
which highlights factors such as the
University, Ohio, Wisconsin, and Flor-
country of origin, the length of resi-
ida (LeBlanc and Lally, 1997). Among
dence in this country, the particular dia-
these are the Wisconsin College Level
lect and all its sociocultural associa-
Placement Examination, the SAT II, the
tions, the proficiency level, prior lan-
OPI, and MAPS from ETS. Some 39 per-
guage study, and range of prior aca-
tests
cent use local course-specific
demic success. While the literature has
(Wherritt, 1990), which are thought by
focused more on programs offered to
some researchers to be more
effective
the more fully proficient heritage or na-
placement tools (Blackie, 1997). Most of
tive-speaker student, with less attention
the tests measure listening and reading
given to programs for students with
comprehension skills, however, and
only
skills
listening
primarily
thus do not separate the students who
(D'Ambruoso, 1993), most of the types
speak and write the language from
of students mentioned above are served
those who do not. Further, all the pos-
within the framework of programs cur-
sible measures, tests, questionnaires,
rently in operation.
and interviews are subject to manipula-
tion by students, who can respond or
WHAT THE LITERATURE TELLS US
perform as they wish in order to appear
Among the 32 percent of pro-
less proficient and often do so (R.
for heritage
grams that offer courses
LeBlanc and Painchaud, 1985, Wherritt,
speakers, there is no single way to iden-
1990). In addition, in the case of self-
tify the heritage student from among
placement with rubric or checklist, stu-
the rest and place him or her in the
dents at the lower end of proficiency
(1985) indi-
proper course. Schwartz
information
may not have sufficient
cates that some institutions use ques-
about their capabilities to assess them-
tionnaires about language use, some
selves accurately and may overestimate
students by
use interviews of potential
their abilities (Jordan, 1985).
faculty, some use credit equivalencies
Finally, while 79 percent of insti-
stated in the catalog (Schwartz, 1985),
tutions offer a placement test, according
and some use self-placement, perhaps
to Wherritt (1990), far fewer require
guided by a rubric that students use to
students to take it (49 percent), and
make their decisions (LeBlanc and
'even fewer require students to act on
Lally, 1997). A few institutions use a
the basis of the results (Wherritt, 1990).
special test to sort heritage speakers
In many instances students register be-
from other types of false beginners,
low the level of their placement even
such as that used at the University of
though general or Spanish advisers
Texas at El Paso, a test with some ques-
may try to influence them to register at
tions focused on language characteris-
the proper level and/or in a heritage
tics that only a heritage speaker would
class. Schwartz (1985) reported that 42
know and that are normally not taught
percent of California students regis-
in Spanish classes. Others use the same
tered below placement level or in first
standardized tests that are used in gen-
4
Infusion Curriculum for Heritage Speakers
will likely have had exposure to all four
(1989),
semester, as did Klee and Rogers
language skills, although their speaking
who also indicated that students often
may still be in the Intermediate range.
did so in order to improve grade-point
The heritage students who enter upper
also supports
averages. Kondo (1999)
division with CLEP credits and no prior
the concept of grade-point motivation
coursework in Spanish of any kind (15-
and adds that most students are more
20 percent at the author's institution)
interested in speaking skills than in
experience with
may have no prior
reading-writing skills and thus are of-
reading and writing the language.
the
ten not concerned about taking
These students often report that they
higher levels. Wherritt (1990) notes that
"read the CLEP reading passages aloud
88 percent of false beginners enter first
them"
to themselves in order to hear
semester and only 32 percent of institu-
and thus, along with their listening
tions offer credit for the lower levels
skills, achieved a score necessary to
with a higher placement as an incentive
place in third year even though they
to go to the higher level. In some cases,
had in some cases never read Spanish
of course, state policy does not allow
before, never written it, and, in not a
public institutions to give away credit
few cases, spoken it little. In such in-
hours in this manner. Finally, only 28
stances, the program that has only one
chose
percent penalized students who
is not
or two years of heritage courses
the lower level by awarding no credit,
meeting the needs of this type of heri-
widespread con-
even though there is a
di-
tage learner when he or she moves
higher educa-
cern about using limited
literature
upper-level
into
rectly
tion funds to reteach students skills
Further,
courses, as is often the case.
they acquired elsewhere (LeBlanc and
in the
many upper-level programs
Lally, 1997).
Southwest are heritage programs only
The literature also tells us that
by virtue of their populations, which
most heritage programs are limited in
speakers. To
may be primarily heritage
scope, comprising only one or
two
the extent that professors are unfamiliar
mixing heritage
years of courses and
with the characteristics of the students,
and nonheritage students by third year
the literature on the most effective pro-
(D'Ambruoso, 1993, and Villa, 1997).
students, and
gram models for heritage
Since many heritage students, espe-
the need to consider language devel-
cially in the border areas, enter a pro-
opment in all courses (including cul-
High or Ad-
gram with Intermediate
ture, linguistics and literature), the stu-
vanced-level proficiency on the ACTFL
dents' needs are not met. Finally, al-
scale, a level nonheritage students may
though faculty generally want the sub-
not reach until the end of a major (Hip le
set of heritage students who are non-
and Manley, 1987), special offerings
prestige dialect speakers to shift to a
addressing the
may be inadequate to
prestige form of the language, these
need. Further, students in the upper-
that,
same faculty are often unaware
level classes may differ widely in their
this shift
even in the best circumstances,
prior exposure to reading and writing
will not occur in one course. Hidalgo
the language. The nonheritage students
Texas Papers in Foreign Language Education
96
thus less familiar with educated Mexi-
(1993) indicates that in some programs
can Spanish (as compared to their own
in Mexico a student is expected to take
variety) and even less familiar with the
600 contact hours to make this shift.
subset of Chicano speech. Given this
The literature is clear on effective
situation, the confident heritage student
approaches for heritage students. Build-
in the Southwest should be rare.
ing proficiency is primary, as evident in
Blanco et
newer texts such as those by
A MIXED-METHOD APPROACH TO
al (1995) and Roca (1999), which em-
WORKING WITH THE HERITAGE
phasize developing all the skills in task-
related contexts of high interest levels
STUDENT
At the author's urban, largely
to students. In addition, content-based
commuter institution, there were once
instruction, sociolinguistics (Merino et
lower-division heritage Spanish courses
al., 1993, Pino, 1997), classes to develop
to serve a varied community of Span-
academic domains in Spanish (Sanchez,
ish-speakers of many different national
1997, Carrasquillo and Sagan, 1998),
origins and from one to eight genera-
(Trueba,
projects
community-based
tions in the area. Many are of Mexican
1993, Pino, 1997, Varona, 1999), Chicano
descent, however; and the number of
literature to infuse culture (Merino et
minority students in the institution is
al., 1993), cooperative learning (Valdes,
approaching fifty per cent of the more
1997), and opportunities to tutor other
than 18,000 students attending, accord-
students are all shown to facilitate stu-
ing to recent enrollment figures . At one
dent involvement and learning. All
objected
students
heritage
point,
these approaches fit Valdes-Fallis (1978)
strenuously to being segregated into
recommendation of the comprehensive
classes for Spanish-speakers and drew
approach to instructing heritage stu-
analogies to bilingual programs in the
dents, as opposed to the "normative
public schools, which they said also
approach." Some students have already
segregated students. Thus the courses
internalized society's negative views of
curriculum. Re-
were dropped from the
their dialect (Roca, 1997), and some fac-
cently, the heritage courses were of-
ulty continue in this negative vein with
fered again, with extensive publicity
their own negative views of dialect and
emphasizing the positive nature and
assumptions of the superiority of one
potential benefits of the classes; but the
variety of native speech over another
Thus, heritage
courses did not make.
(Koike and Liskin-Gasparro, 1999). If
students continue to enroll in the stan-
only the confident student will use the
dard communicative sequence, gener-
language extensively outside of class
ally enrolled below their placement
(Kondo, 1999), these faculty may be in-
level. A few begin with an intermediate
hibiting their students' further learning
conversation and composition course,
in more than one way. In general, pro-
an intermediate culture course, or a
fessors rate Chicanos below other heri-
special-purposes course, all of which
tage speakers and even below anglo-
their needs;
can be more appropriate to
phones (Valdez, 1998), possibly because
but most choose the regular sequence.
few faculty are from Mexico and are
6
97
Infusion Curriculum for Heritage Speakers
several instructors (though not all) use
than
Many first-year classes are more
cooperative-learning techniques. Thus
fifty percent Hispanic; many second-
much of what has been recommended
percent
eighty
year classes may be
in the literature has been incorporated
Hispanic. Since there is no language re-
and used successfully at these levels,
quirement for students in most pro-
where most of the students are heritage
students who
grams, it is often heritage
taking the
speakers. Given that circumstance, the
are more interested in
need has seemed particularly to infuse
classes. Cross-cultural communication
elements into the
even more of these
modules and Chicano literature selec-
regular lower-division program since
tions in Spanish have been used in
the students were not interested in en-
enrichment, al-
some classes as an
rolling in special courses.
though some students have reacted un-
expectedly (since the literature recom-
mends these selections as a way to in-
STUDYING THE CONTEXT
A first step was to determine
fuse relevant culture) by saying they
what students' perspectives were re-
objected to reading about poor people
garding the classes they were in, the
(Gonzalez Pino and Pino, 1997). The
why,
type of classes they wanted and
University does not place heritage stu-
and their own language variety, abili-
dents effectively, since the required
ties and needs. During 1998, 1999, and
lis-
scantron placement test covers only
2000 students responded to question-
tening and reading comprehension and
naires on these topics so that faculty
tends to place heritage students higher
could consider the findings and their
than they feel comfortable. However,
implications for an even more effective
they can choose to ignore the place-
questionnaire
program design. The first
ment; and many do so.
in 1998 (See appendix.) addressed how
At the upper-level and Master's
students viewed mixed classes, the kind
level, the program includes many ele-
of classes in which they were currently
ments recommended in the literature.
enrolled. Two hundred students in first
facilitated
is
Proficiency-building
through fourth semester participated;
through a series of three oral communi-
and of these, 45 percent classified them-
cation courses and three composition
selves as heritage speakers. Twenty-five
academic
courses. Expansion into the
percent were true beginners, and thirty
domain is especially facilitated through
percent were other types of false be-
in which
an advanced reading course
ginners. A majority of the students (70
students work with materials from a
percent) thought that students should
variety of disciplines. Task-oriented ac-
be allowed to register for any courses
tivities and community-based activities
for which they did not have prior
number
are meshed and provided in a
credit, even if overqualified (the current
of courses, depending on the instructor,
policy). One hundred percent of them
and are particularly emphasized in in-
thought that overqualified students
ternships in the community. There are
wished to improve their grade-point
Southwest
courses at both levels on
of the students
average. A majority
Spanish and Chicano literature, and
Education
Texas Papers in Foreign Language
98
percent indicated that they
Eighty
found the mixed class helpful, since 76
would not register for heritage classes
profi-
percent could learn from more
and that they wanted to be in the regu-
cient students and 63 percent found the
lar sequence to use what they know to
willing to
more proficient students
advantage and to make good grades.
help. Unlike the literature (Loughrin-
thought heritage
percent
Sacco, 1992), more of the heritage
Thirty
courses would be too
demanding.
speakers apparently enjoy helping the
Clearly there was a discrepancy in fac-
non-heritage students, and the anglo-
ulty views of students and students'
phones are less intimidated . Seventy-
views of their own language back-
percent thought the course was
five
grounds. Again, there was little interest
taught at its appropriate level, undis-
in heritage courses.
torted by the mixture; and only 12 per-
cent thought a true beginner could not
A SPECIAL INFUSION
earn an A.
Since the program was already
Serious curricular implications
and
proficiency-
communicative
that
were found, however, in the fact
oriented, cooperative-learning and pair
only 36 percent thought there should be
activities were already used, cross
accelerated courses and only 42 percent
culture communication and Chicano
thought heritage courses should even
literature were infused to some extent,
be offered (not required). Indeed, 72
community-
some instructors included
percent thought that, if offered, heritage
based activities, and expansion into the
courses should be optional to
those
academic domains was available to
who qualify to be in them. An over-
some extent in the
special-purposes
whelming 94 percent thought one se'-
element from the
courses, the primary
quence was sufficient for everyone.
literature which could appear to be
Another important question con-
lacking was the sociolinguistic study.
cerned how many students actually
Thus the third questionnaire in 1999
heritage
as
themselves
identified
and 2000 (See appendix.) focused on
speakers, as it seemed that many stu-
this area. Initially a limited amount of
dents who had significant exposure to
material about Southwest Spanish (See
the language did not so envision them-
appendix.) was infused into second-
selves. A second questionnaire was
selected second-
year classes and
used in 1999 (See appendix.) with an-
semester classes in order to benefit heri-
other 200 students in first and second-
tage speakers by providing information
year Spanish. This time, seventy per-
they might normally have accessed in
cent were Hispanic. Indeed, seventy
heritage classes or advanced classes
percent of the Hispanics indicated that
(which they might never take) and to
they were true beginners in the lan-
benefit non-heritage speakers who are
half of
guage, even though more than
language of the
very aware also that the
these individuals indicated prior expo-
classroom and the language of the
sure to Spanish, either hearing or
community are often not identical. The
speaking the language in the home,
infusion was also intended to determine
with family, and/ or in the community.
99
Infusion Curriculum for Heritage Speakers
model programs for heritage students.
whether this information would be of
Since the population is a very diverse
interest to the heritage student. Mate-
meeting
one, perhaps the responses to
rial on Southwest Spanish was pre-
their needs can be equally diverse. As
sented as a handout to students and
the students reported in the literature,
several oc-
was discussed in classes on
to
many students in this context seem
casions, as well as addressed via the
prefer lower placements and higher
third questionnaire to collect students'
grades at the same time that they are
reactions to the material. Another 200
interested in a communicative class,
students participated, with nearly 70
task-based instruction, cooperative and
percent Hispanics. One hundred per-
pair learning, acquisition of varied aca-
material
cent of the students found the
demic vocabulary, ties to their culture
helpful and interesting. Fifty percent
and community, and a greater under-
wanted more information, 25 percent
standing of their Southwest language
recommended creating a study guide,
variety. For programs such as this one,
and 35 percent recommended creating a
with a similar cadre of students, per-
lower-division course on this topic.
haps an infusion curriculum is an ap-
percent recommended offering
Fifty
propriate option. Certainly it will meet
heritage classes, slightly up from the 42
the needs and interests expressed by
percent on the previous questionnaire;
the heritage students at this time, and it
but 70 percent said to offer this material
expansion of op-
may later lead to an
it was
in the regular classes, that
tions for these students if a somewhat
needed there.
be-
greater number of them eventually
Clearly the infusion of material
come interested in special courses.
about Southwest Spanish was well-
For the time being, infusion will
received and should be continued.
and
meet the students where they are
While it did not seem to create an in-
will overcome the special problem of
stant and large increase in the number
seeing
many of the heritage learners
heritage
in
of students
interested
themselves as true beginners. Following
classes, there might be a trend there. A
Cubillo's (2000) advice about mixed
small amount of such instruction in-
classes and the incorporation of lan-
fused into the regular program might
community
guage variants, culture, and
help over time to interest more students
along with communication, we may
in heritage classes, and thus further ma-
make our programs more successful.
terial is being developed by the author.
Infusing material about Southwest
Spanish may add the final piece needed
CONCLUSIONS
to address more of the students' needs
The road to meeting the needs of
and heighten their interest in the entire
heritage students may be a bumpy one.
topic of developing as heritage learners.
Obviously not all students are inter-
ested in special courses, although this
research suggests that students may be
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