Increasing Hispanic Heritage Language Learners’ Motivation for Learning Spanish in a Foreign Language Classroom by Differentiating the Content and Validating their Identity

Authors

  • Elena Flores-Whitinger University of Toledo

Keywords:

Spanish, Differentiation, Hispanic Students, Heritage Language Learners, Foreign Language Learners, HLL, FLL, Education, Native Spanish Speakers, Spanish Education

Abstract

As there are an increasing number of Hispanic students entering the U.S. school system, middle and high school Spanish teachers have been presented with the issue of creating curriculums that challenge both Foreign Language Learners (FLLs) and Heritage Language Learners (HLLs). Hispanic students who enroll in FLL Spanish classes are categorized as HLLs and range from novice to native in their proficiency levels. If Spanish teachers are able to differentiate for their students and integrate them into the classroom in a way that is beneficial for both HLLs and FLLs then perhaps the HLLs will begin to see the benefits of maintaining both their Spanish and their English literacy skills.

References

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Published

2021-10-01

How to Cite

Flores-Whitinger, E. (2021). Increasing Hispanic Heritage Language Learners’ Motivation for Learning Spanish in a Foreign Language Classroom by Differentiating the Content and Validating their Identity. Learning to Teach, 10(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/490

Issue

Section

Section on Language Arts: Focus on Second Language Learning