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Experts in the field have advocated for critical approaches to Spanish heritage language (HL) curricula in which learners’ proficiency in the language varieties that they bring from their homes and communities is considered an asset and culturally valuable knowledge. The proposal described here focuses on the adoption of a programmatic perspective, one that promotes, over a longer period of time, the implementation of pedagogical practices that foster academic success and linguistic empowerment among heritage speakers in the classroom. This article presents a critically oriented six-course Spanish HL program that challenges the subordination of HL students’ linguistic practices and examines the practical implementation of CLA (Critical Language Awareness) pedagogies. Further, this article details results from a study on HL learners’ language attitudes as a first attempt to assess their sociolinguistic awareness. We hope that a detailed consideration of the design, implementation, and preliminary evaluation of this innovative program can provide a model for other educators who seek to put critical pedagogies into practice.
Claudia Holguín Mendoza (Tue,) studied this question.