![]() ![]() We present and analyze qualitative data in order to explore the emergence of expert and activist identities among the university HL speakers as they work to counteract the school-based subordination of Spanish. ![]() ![]() The program, in which HL and L2 university students of Spanish teach an after-school class for young HL speakers at a local elementary school, builds upon HL speakers’ classroom-based learning of critical language awareness by providing community-based opportunities to enact and strengthen identities as language experts and to contribute to positive social change. Stressing that critical pedagogy seeks not only to promote agency but also to contribute to social justice outside of the classroom, we next describe our model melding HL education with community language activism. The article begins with an examination of the constructs of identity, agency and advocacy in Spanish HL education and critical pedagogy. The present article highlights this often overlooked history and presents action research centering on a Spanish critical service-learning program stressing identity and social activism in HL education. In contrast with the field of second language acquisition (SLA), where until recently sociocultural concerns were largely unaddressed (Block 2007), identity has always been at the core of heritage language (HL) education. Alabama Kubota Dealers: Montana Kubota Dealers: Alaska Kubota Dealers: Nebraska Kubota Dealers: Arizona Kubota Dealers: Nevada Kubota Dealers: Arkansas Kubota Dealers: New Hampshire Kubota Dealers: California Kubota Dealers: New Jersey Kubota Dealers: Colorado Kubota Dealers: New Mexico Kubota Dealers: Connecticut Kubota Dealers: New York. ![]()
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