0.1: Introducción

¿Para quién es este libro? 

This book was designed for Spanish heritage-speaking students, those students whose connection to Spanish is primarily rooted in their homes and communities. By the very nature of their language experience, our students arrive in our classrooms with a broad range of Spanish language practices and experiences. With this in mind, a primary aim of this two-part book is to facilitate heritage speakers' continued development of their Spanish literacy and gain linguistic confidence in their heritage language. 

Bridging critical theories to practice: Critical Language Pedagogy (CLP)

We join Claudia Holguin (2018) and others (see Martínez 2003; Leeman, Rabin, and Román Mendoza 2011; Parra 2016; Del Valle, 2014; Leeman and Serafini 2016; Loza 2017) in proposing a critical approach to the design of SHL education. This textbook centers U.S. Latinx voices featuring literary works by U.S. Latina/o/x authors and historical events and movements such as the Chicano Movement of the 1960s, that are often excluded from traditional Spanish language textbooks. We seek to promote student agency by placing their life experiences at the core of the curriculum while also helping them develop the tools and skills to identify and push back against the harmful socio-political and cultural ideologies and practices that position their language as deficient. 

This text provides students with the opportunity to explore topics that center their lives and those of other US Latina/o/x community members. Some of the topics we explore are US Latina/o/x identity, the history of Spanish in the U.S., Spanish language variation, the Chicano Movement, Immigration, Race and Latinidad, Music, Art and theater as a form of resistance and cultural pride, and Spanish in future careers. 

Rather than placing a central focus on explicit grammar instruction, this book approaches grammar as a contextualized practice to support the development of students’ writing skills. While each chapter includes a grammar and orthography section, these are intended to serve as flexible resources rather than the primary focus of instruction. We believe grammar is most effective when taught in context and as needed. We do our best to avoid unnecessary grammatical jargon that can undermine students’ linguistic confidence.

Place-Based Education: Del barrio para el barrio 

This textbook draws on place-based education, which positions local communities and lived experiences as powerful sources of knowledge. We believe that U.S. Latinx history matters and should be at the core of the curriculum. The textbook invites students to explore and reflect on local issues affecting U.S. Latino/x communities, highlighting grassroots activism and meaningful ways to get involved and give back within communities across Illinois. It also makes connections between these topics and their impact on Latinx communities beyond the United States.

Each chapter features an oral history connected to the unit’s theme, drawn from conversations with Chicagoland professors, community activists, and community members who generously share their stories. In addition, every chapter includes lecturas written by local professors, students, and members of the Latinx community with strong ties to Chicago and the Spanish language. It also features work by NIU and University of Chicago students, including testimonios (stories of growing up bilingual), poems, and oral history interviews.

The book also includes the history of Latinx student activism at Northern Illinois Univertsity , specifically their role in the establishment of the Undocumented Resource Center and the Latino Center. We encourage other teachers and professors to also explore local activisim in their contexts. 

The grammatical and orthographic points included in each chapter reflect what has been effective for the student population we currently serve; however, different learning contexts may call for different topics—or none at all. We strongly encourage all instructors to evaluate and build activities that respond to your students’ needs. to adapt these sections as needed, using them as a guide to support students in continuing to develop their heritage language with confidence.

Linguistic and Social Justice Standards

The textbook was designed to guide students toward advanced-level proficiency across a broad range of styles, genres, and formats. Texts and materials were carefully selected to support this progression. Teachers will need to differentiate instruction based on their student community and adapt activities with scaffolding and support.

To succeed, students will be expected to:

• Compare and contrast ideas, texts, or concepts.

• Identify arguments, including both main points and supporting details.

• Understand and apply specialized vocabulary.

• Construct their own arguments with clear main points and supporting evidence. 

We believe language should promote social justice, helping students critically understand the world, recognize inequities, and communicate inclusively Therefore, we have also aligned this curriculum with the social justice standards