Empowering Heritage Learners through Translanguaging in Digital Narratives

2156 

Roundtable 

Spanish 

English 

Ana Lopez-Sanchez  
N/A

Ana Lopez-Sanchez  
N/A

This presentation examines the central role that 'identity' plays –and should play– in Spanish heritage language education and curriculum design. It highlights an innovative high-intermediate/advanced heritage Spanish course taught at a U.S. liberal arts college, structured around a digital narrative project that centers students' identities and valorizes their linguistic practices. Drawing from principles of the Multiliteracies and Learning by Design frameworks (NLG, 1996; Kalantzis et al., 2005; Zapata, 2022), as well as translanguaging pedagogies (García, 2016), the course incorporates personal and community experiences–including linguistic practices– as key learning resources and integrates informal learning into formal curricula, thus validating students' identities. By recognizing and celebrating their full linguistic and cultural repertoire, courses like this empower heritage learners to reclaim their voices and assert their cultural narratives.

To design a course (primarily) for Heritage Language Speakers around digital narratives: Participants will understand how digital narratives can be used as tools to center students' identities and valorize their linguistic practices, making them powerful tools for empowering these learners.

To incorporate Multiliteracies and Learning by Design principles in heritage language courses; understand how these frameworks are particularly well-suited for heritage speakers and provide a comprehensive approach to developing diverse literacy skills that honor students' linguistic and cultural backgrounds while fostering critical thinking.

To validate heritage learners' dynamic language practices and challenge stigmas associated with heritage speakers; to understand the potential of similar curricular designs (that incorporate translanguaging pedagogies) to promote linguistic valorization, legitimation, and, ultimately, the advancement of sociolinguistic justice.

This presentation highlights the design of a heritage Spanish course centered on a digital narrative project. By integrating Multiliteracies, Learning by Design, and translanguaging pedagogies, the course empowers students to explore and express their identities --including their linguistics practices-- advancing social justice

Post-Secondary

Heritage Learners