Critical approaches to Spanish language pedagogy in the U.S.: The teaching of Spanish in the U.S. context is oftentimes complicit in its reproduction of monolingualism and racialized language ideologies regarding certain varieties of Spanish and the speakers who use them. Drawing on translingual frameworks, critical language pedagogy, and the inclusion of local U.S. Spanish varieties, this project aims to reconceptualize and reimagine Spanish language pedagogy across four learning contexts--the classroom, study abroad, community-engaged learning, and language teacher education-- to be liberating, transformative, and inclusive.
Spanish language learners of minoritized and racialized backgrounds: This project explores the impact of Spanish language learning on students of linguistically, culturally, and socioeconomically-diverse backgrounds. How do they draw on their translingual and transcultural identities to interpret and reflect upon their learning experiences? In turn, how does the act of learning Spanish as a heritage or additional language foster their translingual identities? What are their perceptions, attitudes, and investment in Spanish and other languages? What is the symbolic significance of Spanish for these students? What kind of language pedagogy will best serve this student population?
Heritage speakers of Spanish in study abroad: This co-edited volume, which is under contract with Routledge and expected Spring 2021 (co-editors: Dr. Rebecca Pozzi, California State University Monterrey Bay and Dr. Chelsea Escalante, University of Wyoming) explores the identity, sociolinguistic, and pragmatic development of heritage speakers of Spanish in study abroad, as well as critical and innovative program considerations. This collection will provide empirical and theoretical chapters from junior and senior scholars working in Spanish as a heritage language, Spanish linguistics, and study abroad research.
Formulaic language and oral fluency development: Building on my dissertation work, this project examines the relationship between formulaic language and fluency measures in the oral speech of additional language learners of Spanish. Formulaic language is defined as sequences of words that have a tendency to go together (e.g., para que sepas, por lo tanto). Some of the research questions that guide this study are the following: how does formulaic language extend Spanish language learners' length of runs during spontaneous speech? How does formulaic language influence the sociolinguistic, pragmatic, and communicative competence of learners? How do hearers perceive learner speech with more or less formulaic language? How does the context of study abroad impact the longitudinal acquisition of formulaic language and oral fluency among Spanish language learners? Does meta awareness of formulaic language increase its acquisition?