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Volume 6, Issue 2
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Abstract

Abstract

Heritage speaker identities have traditionally been a relevant topic of inquiry among scholars of heritage language pedagogy. Nevertheless, there is little research on Spanish heritage language identities in a study abroad context. Additionally, most existing studies on this topic focus on heritage speakers of Mexican descent studying in Mexico (e.g., de Félix & Cavazos Peña, 1992McLaughlin, 2001Riegelhaupt & Carrasco, 2000). This study examines heritage language identities in a non-heritage context by exploring the experiences of three heritage speakers of Mexican descent studying in Mendoza, Argentina. By focusing on a non-heritage context, we move away from the presumption that all heritage speakers seek to (re)claim a specific ethnic identity through language study (see Leeman, 2015). Instead, our qualitative analysis illustrates the diverse ways heritage speakers in a non-heritage context construct, contest, and negotiate their identities with respect to linguistic awareness, negotiation between varieties, and perceptions of their abilities.

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2021-09-22
2025-04-28

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/content/journals/10.1075/sar.20004.poz
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Problematizing heritage language identities
Study Abroad Research in Second Language Acquisition and International Education 6, 189 (2021); https://doi.org/10.1075/sar.20004.poz
/content/journals/10.1075/sar.20004.poz
/content/journals/10.1075/sar.20004.poz
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  • Article Type: Research Article
Keyword(s): heritage speakers; identity; Spanish as a heritage language

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