Preparing Effective Heritage Language Educators: A Needs Analysis of Spanish Teachers
Document Type
Paper Presentation
Presenter Language
English
Research Area
Applied linguistics
Location
MBSC Dodge Room 302
Start Date
17-10-2024 3:30 PM
End Date
17-10-2024 4:00 PM
Abstract
As the Hispanic population in the U.S. continues to grow, now comprising nearly 19% of the total population (Pew Research Center, 2023), Spanish teachers are increasingly responsible for incorporating HL (heritage language) research and practice into their curriculum design. However, few teacher preparation programs in the country are designed to prepare future HL educators, as most programs focus on second language acquisition and few offer courses on HL pedagogy. Thi study is a needs analysis assessment, which incorporates survey data obtained from 51 in-service teachers, alongside interviews conducted with a subset of teachers who had completed the aforementioned survey. These mixed-methods data were analyzed through descriptive statistics and a grounded theory approach (Charmaz, 2014), while using a Latinx Critical Race Theory framework (Delgado Bernal, 2002). Data analysis of survey responses revealed a significant gap in HL pedagogy training, with minimal formal preparation undergone by teachers. While many reported participation in workshops and webinars, these avenues fell short in adequately equipping educators to meet the needs of HL students. In tandem with these findings, the analysis of interview data revealed a prevailing theme: teachers expressed a notable lack of confidence in addressing the needs of HL students stemming from minimal training. Additionally, the study identified several challenges encountered by teachers, including developing SHL students’ literacy skills, addressing varying levels of proficiency, and insufficient administrative support, among others. These challenges were attributed to both insufficient teacher training and systemic issues within educational systems, which often neglect the needs of Latinx students. Participants expressed that these challenges have a detrimental impact on their capacity to effectively support their HL students in achieving success. Thus, teachers explicitly advocate for the integration of HL-focused training in teacher preparation programs to address these challenges. The results of this study yield significant implications for the fields of language teacher development and HL education. Overall, this research underscores the urgent need for comprehensive HL pedagogy training for teachers to better support the diverse needs of HL students. By addressing these challenges and providing targeted professional development, educators can enhance the educational experiences and success of HL students.
Keywords: teacher development, heritage language pedagogy, applied linguistics, needs analysis
Preparing Effective Heritage Language Educators: A Needs Analysis of Spanish Teachers
MBSC Dodge Room 302
As the Hispanic population in the U.S. continues to grow, now comprising nearly 19% of the total population (Pew Research Center, 2023), Spanish teachers are increasingly responsible for incorporating HL (heritage language) research and practice into their curriculum design. However, few teacher preparation programs in the country are designed to prepare future HL educators, as most programs focus on second language acquisition and few offer courses on HL pedagogy. Thi study is a needs analysis assessment, which incorporates survey data obtained from 51 in-service teachers, alongside interviews conducted with a subset of teachers who had completed the aforementioned survey. These mixed-methods data were analyzed through descriptive statistics and a grounded theory approach (Charmaz, 2014), while using a Latinx Critical Race Theory framework (Delgado Bernal, 2002). Data analysis of survey responses revealed a significant gap in HL pedagogy training, with minimal formal preparation undergone by teachers. While many reported participation in workshops and webinars, these avenues fell short in adequately equipping educators to meet the needs of HL students. In tandem with these findings, the analysis of interview data revealed a prevailing theme: teachers expressed a notable lack of confidence in addressing the needs of HL students stemming from minimal training. Additionally, the study identified several challenges encountered by teachers, including developing SHL students’ literacy skills, addressing varying levels of proficiency, and insufficient administrative support, among others. These challenges were attributed to both insufficient teacher training and systemic issues within educational systems, which often neglect the needs of Latinx students. Participants expressed that these challenges have a detrimental impact on their capacity to effectively support their HL students in achieving success. Thus, teachers explicitly advocate for the integration of HL-focused training in teacher preparation programs to address these challenges. The results of this study yield significant implications for the fields of language teacher development and HL education. Overall, this research underscores the urgent need for comprehensive HL pedagogy training for teachers to better support the diverse needs of HL students. By addressing these challenges and providing targeted professional development, educators can enhance the educational experiences and success of HL students.
Keywords: teacher development, heritage language pedagogy, applied linguistics, needs analysis