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International Journal of the Linguistic Association of the Southwest

Abstract

This study explores the language ideologies of six university-level Spanish Heritage Language (SHL) instructors in Arizona, focusing on how they reproduce or challenge standard language ideologies (SLIs) in their teaching. SLIs often devalue the language varieties spoken by SHL learners, portraying them as informal or deficient compared to a perceived “standard” Spanish. Such views can undermine learners’ confidence and linguistic agency. Using qualitative methods, including interviews and observations, the study examines how instructors’ beliefs and practices align with or diverge from critical language awareness (CLA) frameworks that promote the legitimacy of all language varieties.

Findings reveal a spectrum of ideological stances among instructors. Four demonstrated awareness of the effects of dominant ideologies and sought to validate students’ linguistic practices through CLA-informed approaches, while two maintained more traditional, monolingual perspectives that privileged “standard” Spanish. Even among those adopting critical views, inconsistencies emerged between ideological beliefs and classroom implementation.

The study underscores the persistence of standard language ideologies in SHL contexts and calls for enhanced reflective and theory-based training for instructors. Strengthening connections between critical language theory and classroom practice can help advance more inclusive and socially just SHL education that empowers learners as legitimate and capable language users.

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