Abstract:

Defining who qualifies as a "heritage speaker" remains a persistent challenge, as definitions vary across academic, social, and political contexts and often fail to reflect the linguistic and cultural realities of heritage speakers, especially in educational contexts. Building on Carreira’s (2004) assertion that no single definition is universally applicable, this study argues for a more flexible, experience-based understanding of heritage speakers’ identities. Drawing on in-depth interviews with 55 students enrolled in Spanish as a Heritage Language (SHL) courses at a large Hispanic-Serving institution in the US Southwest, we explore how ethnic, cultural, and linguistic self-identifications intersect with personal and social histories. Grounded in Anya’s (2016) view of identity as a sociocultural phenomenon shaped through "languaging" and Koshiba’s (2022) critique of rigid academic frameworks, our findings highlight the mismatch between academic definitions and students’ self-perceptions.

Our goal was to have heritage speakers identify who they were ethnically, culturally, and linguistically. Participants were tasked with selecting ethnic/national labels that they would use to identify themselves and explain in which situations they may use them in. The participants were encouraged to choose as many labels that they wanted from a list of 41 identity labels provided to them as well as adding any others they identify with. A total of 158 labels were provided, with some students choosing only one label and others choosing as many as eight labels. Participants were also asked to define who a heritage speaker is or can be and then explain why they would or would not use the term to refer to themselves. The definitions provided by students were generally more open-ended than many “traditional” definitions of heritage speakers, which aligns with the admission criteria used in the University’s SHL program. However, despite all the students being enrolled in SHL courses, 23 students said that they would not use the term “heritage speaker” due to perceived language limitations, lack of early exposure, even though these same students did not mention language proficiency or age of exposure in their personal definitions of “heritage speakers”.

In response, we propose a more inclusive, student-informed framework for understanding heritage speakers, emphasizing personal choice, socialization, and historical context as it relates to placement in SHL courses. Our findings have led to revisions in the SHL curriculum at the University, including increased classroom discussion on identity and the historical role of Spanish in the Southwest. This research underscores the need for researchers and educators to rethink rigid categorizations and center heritage learners’ voices in shaping educational practices.

Abstract:

Defining who qualifies as a heritage speaker remains a challenge in Spanish as a Heritage

Language pedagogy because institutional definitions fail to match students’ self identities.

Carreira (2004) argues that no single definition is universally applicable; this study examines

heritage speaker identity as an experience based category shaped through socialization,

community, and personal choice. Guided by Anya’s (2016) and Koshiba’s work on

identity(2022) and academic frameworks, we center students’ own labels, definitions, and

acceptance or rejection of the term “heritage speaker.”

We interviewed 55 students across four SHL levels at a Hispanic Serving Institution in the US

Southwest. Participants selected identity labels from 41 options and could add their own,

producing 158 total labels. Students defined heritage speaker in their own words and explained

whether they use the term for themselves. Nineteen students said they would use the label, often citing cultural and family histories, such as “tengo historia de mi familia, hablando en español” or “yo aprendí de mi papá.” In contrast, 23 students said they would not use the term, mentioning proficiency and legitimacy when describing themselves, for example, “I’m not even fluent yet” or “I don’t think I’m at that point yet.” One participant framed rejection as an ethical stance against appropriation, stating that, as a white woman, she did not want to appropriate someone else’s culture.

A Fisher’s Exact Test found no significant association between course level and self

identification (p = 0.62), suggesting that adopting the label is not simply a function of

proficiency or coursework. We argue that heritage speaker identity in SHL classes is entangled

with language ideologies, family policing, and perceived deservedness. We propose a student

informed framework for SHL placement and pedagogy that treats self identification as data and

addresses identity, stigma, and local language varieties in teaching practices.

References: 

• Anya, U. (2016). Racialized identities in second language learning: Speaking blackness in Brazil. Routledge.

• Beaudrie, S., & Ducar, C. (2005). Beginning level university heritage programs: Creating a space for all heritage language learners. Heritage Language Journal, 3(1), 1–26.

• Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Defining an “ideal” heritage speaker: Theoretical and methodological challenges Reply to peer commentaries. Theoretical Linguistics, 39(3–4), 259–294. https://doi.org/10.1515/tl-2013-0018

• Gonzales, M. D. (2005). Todavia decimos’ nosotros [los] mexicanos’: Construction of identity labels among nuevo mexicanos. Southwest Journal of Linguistics, 24(1–2), 65–78.

• Henderson, M. H., Wilson, D. V., & Woods, M. R. (2020). How course level, gender, and ethnic identity labels interact with language attitudes towards Spanish as a heritage language. Hispania, 103(1), 27–42.

• Koshiba, K. (2022). Between Inheritance and Commodity: The Discourse of Japanese Ethnolinguistic Identity among Youths in a Heritage Language Class in Australia. Journal of Language, Identity & Education, 21(5), 316-329. https://doi.org/10.1080/15348458.2020.1795861

• Polinsky, M., & Kagan, O. (2007). Heritage Languages: In the ‘Wild’ and in the Classroom. Language and Linguistics Compass, 1(5), 368–395.https://doi.org/10.1111/j.1749-818X.2007.00022.x

• Salgado, C. D. (2020). Mexican American Identity: Regional Differentiation in New Mexico. Sociology of Race and Ethnicity, 6(2), 179–194. https://doi.org/10.1177/2332649218795193

• Valdés, G. (2000). The teaching of heritage languages: An introduction for Slavic-teaching professionals. The Learning and Teaching of Slavic Languages and Cultures, 375–403.

• Wilson, D. V., & Ibarra, C. E. (2015). Understanding the inheritors: The perception of beginning level students toward their Spanish as a Heritage Language program. EuroAmerican Journal of Applied Linguistics and Languages, 2(2), 85–101.

• Wilson, D. V., & Martínez, R. (2011). Diversity in definition: Integrating history and student attitudes in understanding heritage learners of Spanish in New Mexico. Heritage Language Journal, 8(2), 270–288.

Abstract:

¿Quién puede ser un hablante de herencia (HH)? O mejor dicho, ¿quién decide quién debe ser un HH? Las definiciones tradicionales de los HHs (e.g., Polinksy & Kagan, 2007; Valdes, 2000) asumen ciertas conexiones étnicas o que los HHs crecieron hablando una lengua minoritaria en casa. Otras definiciones más prescriptivas (e.g., Benmamoun et al. 2013; Montrul, 2008) dicen que los HHs deben tener ciertas habilidades lingüísticas o que han experimentado algo de adquisición incompleta en su lengua de herencia. 

 Sin embargo, hay definiciones más contextualizadas y abiertas también (e.g., Beaudrie & Ducar, 2005; Henderson et al., 2020; Koshiba, 2022; Wilson & Martínez, 2011) que demuestran otras realidades. Con definiciones como estas, ha sido un cambio el incluir no solamente a HHs que tengan un origen étnico específico, sino que también incluya a HHs que sientan una conexión cultural a la lengua minoritaria que han aprendido y que no prescriban ciertos niveles de proficiencia. 

En nuestra investigación, para responder la pregunta de identificar quién cuenta como HH,  hemos entrevistado a estudiantes de cuatro niveles de clases para HHs en una universidad pública en Nuevo México. Este programa para HHs permite que cualquier estudiante, que reporte haber usado el español como resultado de su conexión cultural, social o comunitaria, pueda tomar las clases para HHs. Al analizar las entrevistas, encontramos aceptación y/o resistencia hacia el uso del término “hablantes de herencia” debido a sus conexiones culturales o falta de ellas y actitudes positivas y negativas hacia estudiantes que están en las clases para HHs que no tienen ascendencia hispana. Nuestros hallazgos demuestran que las experiencias vividas de los HHs van más allá de los confines de las definiciones tradicionales y prescriptivistas anteriores. Esas definiciones no representan completamente la realidad de los estudiantes inscritos en las clases de HHs ni sus propios pensamientos sobre quién es o no es un HH. 

References: 

• Anya, U. (2016). Racialized identities in second language learning: Speaking blackness in Brazil. Routledge.

• Beaudrie, S., & Ducar, C. (2005). Beginning level university heritage programs: Creating a space for all heritage language learners. Heritage Language Journal, 3(1), 1–26.

• Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Defining an “ideal” heritage speaker: Theoretical and methodological challenges Reply to peer commentaries. Theoretical Linguistics, 39(3–4), 259–294. https://doi.org/10.1515/tl-2013-0018

• Gonzales, M. D. (2005). Todavia decimos’ nosotros [los] mexicanos’: Construction of identity labels among nuevo mexicanos. Southwest Journal of Linguistics, 24(1–2), 65–78.

• Henderson, M. H., Wilson, D. V., & Woods, M. R. (2020). How course level, gender, and ethnic identity labels interact with language attitudes towards Spanish as a heritage language. Hispania, 103(1), 27–42.

• Koshiba, K. (2022). Between Inheritance and Commodity: The Discourse of Japanese Ethnolinguistic Identity among Youths in a Heritage Language Class in Australia. Journal of Language, Identity & Education, 21(5), 316-329. https://doi.org/10.1080/15348458.2020.1795861

• Polinsky, M., & Kagan, O. (2007). Heritage Languages: In the ‘Wild’ and in the Classroom. Language and Linguistics Compass, 1(5), 368–395.https://doi.org/10.1111/j.1749-818X.2007.00022.x

• Salgado, C. D. (2020). Mexican American Identity: Regional Differentiation in New Mexico. Sociology of Race and Ethnicity, 6(2), 179–194. https://doi.org/10.1177/2332649218795193

• Valdés, G. (2000). The teaching of heritage languages: An introduction for Slavic-teaching professionals. The Learning and Teaching of Slavic Languages and Cultures, 375–403.

• Wilson, D. V., & Ibarra, C. E. (2015). Understanding the inheritors: The perception of beginning level students toward their Spanish as a Heritage Language program. EuroAmerican Journal of Applied Linguistics and Languages, 2(2), 85–101.

• Wilson, D. V., & Martínez, R. (2011). Diversity in definition: Integrating history and student attitudes in understanding heritage learners of Spanish in New Mexico. Heritage Language Journal, 8(2), 270–288.