Yo hablo el español de mi pueblo - A Conscious Curriculum for the Heritage Language Learner

Oct 15, 2026

The search for a more comprehensive, conscious curriculum for Spanish heritage language learners and Spanish native speakers (SHL/SNS) guides educators addressing classroom diversity. The paper presents a theoretical framework and instructional approaches used at New Mexico State University in the Southwest. It combines a Culturally and Linguistically Responsive (CLR) approach, World-Readiness Standards for Learning Languages, funds of knowledge, and Pueblo-based pedagogy, followed by activities that support conscious SHL/SNS curriculum development. Goals include maintenance, skill transfer, academic Spanish, and positive dialect/culture attitudes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Background

Literature Review

Theoretical Framework behind the SHL/SNS Pedagogy

4 Yo hablo el español de mi pueblo: A Conscious Curriculum for the Heritage Language Learner Gabriela Moreno New Mexico State University Abstract The search for a more comprehensive and conscious curriculum for Spanish heritage language learners and Spanish native speakers (SHL/SNS) is a task that many educators are making a priority due to the diversity in the classroom. This paper focuses on presenting the theoretical framework and approaches that have facilitated SHL/SNS instruction in our institution in the Southwest. The theoretical framework includes a Culturally and Linguistically Responsive (CLR) approach, the World-Readiness Standards for Learning Languages, funds of knowledge, and Pueblo-based pedagogy, followed by activities that have been effective in establishing a conscious curriculum in SHL/SNS pedagogy. Keywords: Spanish heritage learners, culturally and linguistically responsive teaching, the World-Readiness Standards for Learning Languages, funds of knowledge, manifiestos, cuentos infantiles, community projects Background My first introduction to Spanish heritage language (SHL) instruction was asan undergraduate student at New Mexico State University. I fondly remember my professor whose class seemed like a courtship with the Spanish language. The curriculum presented in the course introduced me to the romantic relationship with my own language and culture, which I continue to foster to this day. For the first time in my schooling, I was allowed to see myself through a different set of eyes that came from a place of love and acceptance; an experience that transformed me personally and academically. Reflecting on that experience, I now understand that the beauty of heritage language instruction relies on helping the student bridge multiple facets of their identity—primarily family, school, and community. Now, as an educator of Spanish for heritage Spanish for heritage and native speakers (SHL/SNS), I am able to provide insight into what heritage language pedagogy means for both the student and the teacher. SHL pedagogy includes the theoretical framework and approaches that unify teachers, students, parents, and community, working toward the same goals. The goals include language maintenance, transfer of skills between languages, acquisition of academic skills in Spanish, promotion of positive attitudes towards a variety of dialects and cultures, and acquisition and development of cultural knowledge (Aparicio, 1997; Beaudrie et al., 2014) . 60 Dimension 2020 The most important part in accomplishing these goals is to approach the students, parents, and community with a sense of respect and appreciation for all they bring to this union. This paper presents the theoretical framework and approaches that have facilitated SHL/SNS language learning and instruction at New Mexico State University in accomplishing the goals of SHL/SNS pedagogy. Literature Review Theoretical Framework behind the SHL/SNS Pedagogy The World-Readiness Standards for Learning Languages, by the American Council on the Teaching of Foreign Languages (ACTFL), were originally designed to serve K-12 students and “to prepare learners to apply the skills and understandings measured by the Standards, to bring a global competence to their future careers and experiences” (National Standards Collaborative Board, 2015, p. 2) . The Standards, along with their Goal Areas (Communication, Cultures, Connections, Comparisons, Communities), were created as guiding principles and later modified to serve different levels of language instruction. In searching to extend these standards to fit the needs of the SHL/SNS learning community, Trujillo (2009) has presented what is now known as the Five Cs + 1. The extra C is in reference to what Paulo Freire coined as conscientização in Pedagogy of the Oppressed (1970) . Trujillo opted to expand the 5Cs to include consciousness in a way to foster student recognition of their position in their own

FAQs

What is the main goal of the curriculum discussed in the paper?

To develop a more comprehensive and conscious curriculum for Spanish heritage language learners and Spanish native speakers that supports learning across family, school, and community identities.

Which theoretical frameworks are used to guide SHL/SNS instruction?

The paper highlights a Culturally and Linguistically Responsive (CLR) approach, the World-Readiness Standards for Learning Languages, funds of knowledge, and Pueblo-based pedagogy.

How does CLR instruction support heritage language learners?

CLR instruction uses students’ prior cultural knowledge and experiences to make learning relevant, validating both community/home language and cultural identity in the classroom.

Oct 15, 2026

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