¿Quiénes somos? About us
Somos un equipo de investigadorxs y educadorxs dedicadxs tanto a las tareas de investigación sobre el conocimiento sociolingüístico, como a desarrollar aplicaciones pedagógicas que respondan a los conocimientos teóricos sobre cultura, lenguaje y la enseñanza de lenguas.
Proponemos un acercamiento centrado en la atención a la afectividad y al desarrollo de identidades entre lxs estudiantes de lenguas, principalmente del español como lengua heredada en los Estados Unidos. Sin embargo nuestra propuesta para crear salones de clase inclusivos se extiende también a otro tipo de contextos. Tomamos en cuenta el análisis crítico de la variación estilística y sociopragmática centrado en el desarrollo de las habilidades críticas metalingüísticas para identificar situaciones comunicativas ambiguas en contextos específicos dependientes también de las intenciones y actitudes de los hablantes, con el fin de que lxs estudiantes disciernan críticamente qué variedades y estilos utilizar. El acercamiento teórico que aquí proponemos enriquece las propuestas existentes de pedagogías críticas para la enseñanza de lenguas previamente desarrolladas, incluyendo la conciencia crítica de lengua(1), conciencia dialectal en el aula(2), así como aproximaciones sociolingüísticas(3), de raciolingüística(4) y de translengua(5), ya que se centra en el desarrollo de un agregado de conocimientos y concienciación de constructos socioculturales (etnoraciales, de clase, género, edad, habilidades) para interpretar las interacciones sociolingüísticas. El propósito es crear posibilidades para un cambio social en relación a las percepciones, actitudes y prácticas lingüísticas. A este modelo pedagógico, le hemos llamado literacidad lingüística sociocultural crítica (Critical Sociocultural Linguistic Literacy, CSLL, por sus siglas en inglés)(6).
We are a team of researchers and educators dedicated to sociolinguistic research as well as to the development of pedagogical methodologies that respond to current theoretical approaches in relation to culture, language, and language teaching.
We propose a pedagogical approach that centers on the affective needs and identity development of language learners, particularly Spanish Heritage Language (SHL) students. However, our pedagogical proposal aims to extend the inclusive classroom into other social contexts. We take into account a critical analysis of linguistic and sociopragmatic variation. Our focus is in the development of students’ critical metalinguistic abilities to identify ambiguous communicative situations that differ according to speakers’ stances and intentions. Our objective is that students critically discern which linguistic varieties and styles they want to use. The theoretical approach that we propose expands existent critical pedagogies including Critical Language Awareness (CLA)(1), Classroom Based Dialect Awareness (CBDA)(2), Sociolinguistics for the SHL classroom(3), Raciolingüistics(4), and Translanguaging(5), since it centers on the development of an epistemology and awareness of social constructs (ethnoracial, of social class, gender, age, ability) to interpret sociolinguistic interactions. We aim to create possibilities for social change in relation to perceptions, attitudes, and linguistic practices. We have called this pedagogical approach Critical Sociocultural Linguistic Literacy (CSLL)(6).
Claudia Holguín Mendoza, PhD, Project Director, Editor, Reviewer, and Author
Claudia Holguín Mendoza is an Assistant Professor of Spanish linguistics at the University of California, Riverside. She specializes in the sociolinguistics of race in the Mexican borderlands and Greater Mexico as well as Critical Pedagogies for the teaching of Spanish as a heritage language. She loves drinking tea and mate.
Munia Cabal Jiménez, PhD, Project Editor, Reviewer, and Author
Munia Cabal Jiménez is an Associate Professor of Spanish linguistics at Western Illinois University. University Cabal-Jiménez' areas of research are historical pragmatics and historical sociolinguistics of Spanish in Central America. Her previous studies have been focused on the variation of address forms found in Costa Rican Spanish manuscripts written during colonial times and from the perspective of the social, historical and economic dynamics of language in colonial contexts. Her work on Spanish as a Heritage Language in the US evaluates the application of Critical Language Pedagogies and linguistic attitudes toward SHL.
Analisa Taylor, PhD, Project Editor, Reviewer, and Author
Analisa Taylor is an Associate Professor of Spanish at the University of Oregon. She specializes in critical studies of indigeneity, race, gender, sexuality, globalization, and the state in the Americas. She looks at how Mexican and transborder Mesoamerican cultural producers and social activists influence one another in the articulation of strategies for food sovereignty, human rights, and environmental justice. To this group she brings an interest in critical pedagogies for Latinx and Latin American studies in Spanish as a Heritage Language.
Luz Ede-Hernandez, PhD, Project Editor, Reviewer, and Author
Luz Ede-Hernandez is an Assistant Professor of Spanish linguistics at the University of Wisconsin Whitewater. Dr. Ede-Hernández is originally from Mexico. She earned her Ph.D. in Hispanic Linguistics at the The University of Minnesota. Her teaching centers on applying critical pedagogies to teach Spanish as a heritage language, and as a second language. She has taught at all different levels from elementary school to graduate students. Her research focuses on discourse analysis and immigration. She examines the linguistic strategies of Central American and Mexican Immigrants without visas living in the United States.
Lara Boyero Agudo, Project Reviewer and Author
Lara Boyero is a Ph.D. candidate in Spanish linguistics at the University of Oregon. Although everything was set for her to become a nurse, finally she chose Spanish Philology and realized how much she loves the field of (socio)linguistics. After that, she earned two masters, being one of them a specialization in her passion: teaching Spanish as a second language. She wanted to nurture her knowledge and decided to try her luck in the USA. Her current research centers on Spanish in contact with English in the United States, and Spanish as a Heritage Language (with a focus on critical pedagogies, linguistic attitudes, and ideologies).
Elena Cardona Ramírez, Project Reviewer, and Author
Elena Cardona is a teacher, a researcher, and a photographer. Currently, Elena is a PhD candidate at the Department of Hispanic Studies at the University of California, Riverside. She specializes in visual semiotics with an emphasis on contemporary culture, digital media, and Latin America. She loves maps and makes collages.
Melissa Mallon, Project Reviewer, and Author
Melissa Mallon is a PhD student at the University of California, Riverside. She is studying the social forces of language as they are manifested in children’s literature and in the language classroom. She is particularly interested in books that were banned or censored during Argentina’s dictatorship. In her free time, she loves to dance salsa and bachata.
(6) Bucholtz, M. & Hall, K. (2008). All of the Above: New Coalitions in Sociocultural Linguistics. Journal of Sociolinguistics. 12, 401-431.
(1) Fairclough, Norman. 1995. Critical discourse analysis: The critical study of language. London, UK/New York, NY: Longman.
(5) García, Ofelia, y Li Wei. 2014. Translanguaging: Language, Bilingualism, and Education. Palgrave Macmillan.
(6) Holguín Mendoza, Claudia & Taylor, Analisa. Forthcoming. Spanish Heritage Language Learners Abroad: Inclusive Pedagogies for Critical Sociocultural-Linguistic Literacy.’ Submitted to the edited volume Heritage Speakers of Spanish in Study Abroad, edited by Tracy Quan, Rebecca Pozzi, and Chelsea Escalante.
(2) Martínez, Glen 2003. Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1): 1–14.
(1) Leeman, Jennifer. 2005. Engaging Critical Pedagogy. Foreign Language Annals, 38(1): 35-45.
(3) Leeman, Jennifer, & Serafini, Ellen J. 2016. Sociolinguistics and heritage language education: A model for promoting critical translingual competence. In Spanish as a heritage language in the United States: the state of the field, edited by Fairclough, Marta and Sara Beaudrie, 56-79. Washington, DC: Georgetown University Press.
(4) Rosa, Jonathan. 2019. Looking like a Language, Sounding like a Race: Raciolinguistics Ideologies and the Learning of Latinidad. New York, NY: Oxford University Press.