TY  - BOOK
AU  - Helmer,Kimberly Adilia
TI  - Learning and Not Learning in the Heritage Language Classroom: Engaging Mexican-Origin Students 
T2  - Bilingual Education & Bilingualism
SN  - 9781788927635
AV  - LC2683.4 .H45 2020
U1  - 371.829/68073 23
PY  - 2020///]
CY  - Bristol, Blue Ridge Summit
PB  - Multilingual Matters
KW  - Heritage language speakers
KW  - Education (Secondary)
KW  - Mexican Americans
KW  - United States
KW  - Spanish language
KW  - Study and teaching (Secondary)
KW  - LANGUAGE ARTS & DISCIPLINES / Study & Teaching
KW  - bisacsh
KW  - Charter Schools
KW  - Engaging Latinx learners
KW  - Ethnographic research
KW  - High school teaching
KW  - Language maintenance and acquisition
KW  - Language pedagogy
KW  - Place-based Pedagogy
KW  - Spanish as a heritage language
KW  - classroom engagement
KW  - spanish heritage language
KW  - student engagement
N1  - Frontmatter --; Contents --; Acknowledgements --; 1. Beginnings and Endings --; 2. From Cecilia Paulson to Downtown High School, Research Questions, Methodology and Theoretical Frameworks --; 3. Hablais Como Pachucos --; 4. It’s Not Real: It’s Just Spanish Class --; 5. The Tao of Teaching --; 6. Place and Project-based Spanish Heritage Language Teaching and Learning --; 7. Then and Now --; Appendices --; References --; Index; restricted access
N2  - Learning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes
UR  - https://doi.org/10.21832/9781788927642
UR  - https://www.degruyter.com/isbn/9781788927642
UR  - https://www.degruyter.com/document/cover/isbn/9781788927642/original
ER  -