Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of…

This article investigates the language practices of a bilingual mariachi instructor teaching mariachi music to Latinx English dominant students. This ethnographic study draws on the concept of chronotope (Bakhtin 1981) to explore the spatiotemporal aspects of learning, particularly in terms of the teachers' selective use of language correction…

In the U.S./Mexico borderlands, local language varieties face frequent discrimination and delegitimization or "linguistic terrorism." The present study uses the three-level positioning framework to analyze how young adults in the Rio Grande Valley (RGV) in south Texas construct borderland identities by positioning themselves with respect…

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger…

This case study examined how one instructor navigated between two competing discourses in an intermediate Spanish heritage language (HL) classroom: on the one hand, teaching "Standard Spanish" to help students achieve professional success, and legitimizing home linguistic practices on the other. In addition to expressing both…

Texas Czech is a product of over a century and a half of contact between Moravian Czech and English in Texas. While Texans of this descent have largely maintained a sense of distinctive ethnic identity and have creatively re-authenticated their ancestors' traditions into a unique Texas Czech culture, their language is now on the verge of…

Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relano-Pastor, 2009). This paper reports on the…

Student admission into heritage language programs is usually determined by locally designed placement exams. However, there are no norms to guide language teaching professionals in the assessment of this student population. This study looks at placement exams completed by heritage learners of Spanish at the University of Houston. The…