Heritage speakers of Spanish and study abroad

Abstract

The past 20 years have seen increased interest in learner identity both in study abroad language programs and in heritage language education. Nonetheless, these two lines of investigation have mostly developed in parallel, and few studies have examined issues of identity specific to heritage language learners during study abroad. The present chapter addresses this gap, focusing on heritage language learners of Spanish. First we provide a brief overview of identity within the sociocultural theoretical framework, which sees it as a fluid, socially constructed, and negotiated phenomenon rather than a fixed, internal characteristic of individuals. Emphasizing the central role of language in identity construction, performance, and negotiation, we highlight some key issues for heritage language learners of Spanish. Both here and in the following section on heritage language learner identity in Spanish language education, we stress that language ideologies mediate between linguistic practices and social structures, including identity. We then turn to study abroad and a synthesis of research on heritage language learner identity in this context. Among other topics, we examine the racialization of Latinx students, their own and others' expectations regarding their linguistic and sociocultural knowledge, host society and learner attitudes toward linguistic variation and "nonstandard" varieties, as well as tensions between claimed and ascribed ethnoracial, linguistic, and national identities. Finally, we offer suggestions for future research as well as pedagogical recommendations for pretravel and in-country programming rooted in critical approaches to language.