Zitationsvorschlag
Abstract
El objetivo de este artículo es ofrecer una visión general de las prácticas pedagógicas actuales en la enseñanza del español como lengua heredada en Estados Unidos, incluyendo algunas de las prácticas más innovadoras del campo. Después de una breve introducción a la situación socio-demográfica y lingüística de la lengua española en dicho contexto, se describen algunas de las principales características que definen al estudiantado de lengua de herencia y se mencionan los modelos pedagógicos vigentes en los programas de herencia y su presencia en las instituciones terciarias. La segunda parte se enfoca en ciertas prácticas pedagógicas innovadoras en la enseñanza del español como lengua de herencia. Dichas innovaciones se basan en una pedagogía crítica de la lengua (Fairclough, 1995) cuyo propósito es fomentar la concientización y el pensamiento crítico por medio de la incorporación de contenido de orden sociolingüístico en el aula, la adquisición multidialectal, el translenguar, la multialfabetización cultural (New London Group, 1996) y la interacción con la comunidad. Las prácticas innovadoras conducen a forjar una conexión más estrecha entre el estudiante de lengua de herencia y la comunidad de habla, que a su vez conlleva el mantenimiento de la lengua minoritaria en una situación de contacto lingüístico.
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