Critical language awareness for the heritage context

Development and validation of a measurement questionnaire

Sara Beaudrie, Angelica Amezcua, Sergio Loza

Research output: Contribution to journalArticle

Abstract

Critical language awareness (CLA) is increasingly identified as a central component of the Spanish heritage language (SHL) classroom (Leeman, 2005; Martínez, 2003; among others). As a minority language, SHL is subject to sociopolitical, cultural, and economic forces that devalue its status. It is devalued in the eyes of the public, as a legitimate U.S. language, and as something worthy of being maintained. It is essential that students receive instruction not only in the heritage language, but also on the contextual factors that affect the Spanish-English sociopolitical relationship in the United States. Such instruction will enable learners to begin resisting heritage language loss by questioning language ideologies that promote English monolingualism and standard, monolingual Spanish as the ideal norm. The aim of this study was to develop a questionnaire with adequate psychometric properties to measure CLA in the SHL context. The respondents were 301 students enrolled in SHL courses in four U.S. universities. The questionnaire results were submitted to a series of statistical analysis to investigate how well the instrument meets the criteria of reliability and validity specified in this study. The final 19-item instrument had adequate psychometric properties and detected change in the CLA of students in a class where CLA was taught.

Original languageEnglish (US)
JournalLanguage Testing
DOIs
StatePublished - Jan 1 2019

Fingerprint

questionnaire
language
psychometrics
Heritage Language
Heritage
Questionnaire
Critical Language Awareness
instruction
language course
Spanish language
student
Ideologies
statistical analysis
minority
classroom
university
Psychometrics
economics

Keywords

  • Critical language awareness
  • heritage language assessment
  • heritage language instruction
  • language ideologies
  • Spanish as a heritage language

ASJC Scopus subject areas

  • Language and Linguistics
  • Social Sciences (miscellaneous)
  • Linguistics and Language

Cite this

Critical language awareness for the heritage context : Development and validation of a measurement questionnaire. / Beaudrie, Sara; Amezcua, Angelica; Loza, Sergio.

In: Language Testing, 01.01.2019.

Research output: Contribution to journalArticle

@article{2d67d611b8cd46d6bae07e9477ab2501,
title = "Critical language awareness for the heritage context: Development and validation of a measurement questionnaire",
abstract = "Critical language awareness (CLA) is increasingly identified as a central component of the Spanish heritage language (SHL) classroom (Leeman, 2005; Mart{\'i}nez, 2003; among others). As a minority language, SHL is subject to sociopolitical, cultural, and economic forces that devalue its status. It is devalued in the eyes of the public, as a legitimate U.S. language, and as something worthy of being maintained. It is essential that students receive instruction not only in the heritage language, but also on the contextual factors that affect the Spanish-English sociopolitical relationship in the United States. Such instruction will enable learners to begin resisting heritage language loss by questioning language ideologies that promote English monolingualism and standard, monolingual Spanish as the ideal norm. The aim of this study was to develop a questionnaire with adequate psychometric properties to measure CLA in the SHL context. The respondents were 301 students enrolled in SHL courses in four U.S. universities. The questionnaire results were submitted to a series of statistical analysis to investigate how well the instrument meets the criteria of reliability and validity specified in this study. The final 19-item instrument had adequate psychometric properties and detected change in the CLA of students in a class where CLA was taught.",
keywords = "Critical language awareness, heritage language assessment, heritage language instruction, language ideologies, Spanish as a heritage language",
author = "Sara Beaudrie and Angelica Amezcua and Sergio Loza",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/0265532219844293",
language = "English (US)",
journal = "Language Testing",
issn = "0265-5322",
publisher = "SAGE Publications Ltd",

}

TY - JOUR

T1 - Critical language awareness for the heritage context

T2 - Development and validation of a measurement questionnaire

AU - Beaudrie, Sara

AU - Amezcua, Angelica

AU - Loza, Sergio

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Critical language awareness (CLA) is increasingly identified as a central component of the Spanish heritage language (SHL) classroom (Leeman, 2005; Martínez, 2003; among others). As a minority language, SHL is subject to sociopolitical, cultural, and economic forces that devalue its status. It is devalued in the eyes of the public, as a legitimate U.S. language, and as something worthy of being maintained. It is essential that students receive instruction not only in the heritage language, but also on the contextual factors that affect the Spanish-English sociopolitical relationship in the United States. Such instruction will enable learners to begin resisting heritage language loss by questioning language ideologies that promote English monolingualism and standard, monolingual Spanish as the ideal norm. The aim of this study was to develop a questionnaire with adequate psychometric properties to measure CLA in the SHL context. The respondents were 301 students enrolled in SHL courses in four U.S. universities. The questionnaire results were submitted to a series of statistical analysis to investigate how well the instrument meets the criteria of reliability and validity specified in this study. The final 19-item instrument had adequate psychometric properties and detected change in the CLA of students in a class where CLA was taught.

AB - Critical language awareness (CLA) is increasingly identified as a central component of the Spanish heritage language (SHL) classroom (Leeman, 2005; Martínez, 2003; among others). As a minority language, SHL is subject to sociopolitical, cultural, and economic forces that devalue its status. It is devalued in the eyes of the public, as a legitimate U.S. language, and as something worthy of being maintained. It is essential that students receive instruction not only in the heritage language, but also on the contextual factors that affect the Spanish-English sociopolitical relationship in the United States. Such instruction will enable learners to begin resisting heritage language loss by questioning language ideologies that promote English monolingualism and standard, monolingual Spanish as the ideal norm. The aim of this study was to develop a questionnaire with adequate psychometric properties to measure CLA in the SHL context. The respondents were 301 students enrolled in SHL courses in four U.S. universities. The questionnaire results were submitted to a series of statistical analysis to investigate how well the instrument meets the criteria of reliability and validity specified in this study. The final 19-item instrument had adequate psychometric properties and detected change in the CLA of students in a class where CLA was taught.

KW - Critical language awareness

KW - heritage language assessment

KW - heritage language instruction

KW - language ideologies

KW - Spanish as a heritage language

UR - http://www.scopus.com/inward/record.url?scp=85065191141&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85065191141&partnerID=8YFLogxK

U2 - 10.1177/0265532219844293

DO - 10.1177/0265532219844293

M3 - Article

JO - Language Testing

JF - Language Testing

SN - 0265-5322

ER -