Cuentos de Sábado as a site of community-based learning: heritage speakers as agents of language socialization

This article examines Cuentos de Sábado, a community-based Spanish storytime program developed in collaboration between local universities and a Massachusetts school district. Anchored in sociocultural linguistics and framed by language socialization theory, which emphasizes how language use mediates social, cultural, and identity development, the study explores how the program promotes positive language ideologies, supports multilingual development, and engages undergraduate heritage speakers in meaningful community work. Drawing on data from student talking circles and ethnographic notes, we analyze how participants reflect on their linguistic practices and the impact that the program has on those. Findings reveal three key themes: (1) intergenerational transmission as a central motivation for involvement, (2) the value of using Spanish in otherwise English-dominant academic settings, and (3) the program’s role in building community and fostering belonging. While students experience Cuentos as a rare and affirming space for Spanish use, they also note the limits of Spanish visibility outside the program. We argue that Cuentos de Sábado offers a model for interdisciplinary, community-engaged scholarship. It demonstrates how linguists and academics can contribute to social justice by collaborating with communities to create spaces that affirm linguistic and cultural identities. Such programs are critical for challenging negative linguistic ideologies and nurturing positive ideologies about multilingualism.