BooksThis archived website provides information and downloadable resources from the Teaching Spanish to Native Spanish Speakers website.
This website is historical in nature and will not be updated.
Resources
Books
Developing Minority Language Resources: The Case of Spanish in California
R. Cháves, J. Fishman, W. Pérez & G,Valdés
Clevedon: Multilingual Matters, 2007
This book documents the ongoing language shift to English among Latino professionals in California. It then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to heritage language students. http://www.multilingual-matters.com
Fundamentos de la enseñanza del español a los hispanohablantes en los Estados Unidos
K. Potowski
Madrid, Spain: Arco Libros, 2005
This book, written in Spanish, describes the characteristics of the Spanish-speaking student population in different regions of the United States, answers frequently asked questions about working with this population in Spanish classes (e.g., ¿Cuáles deben ser los objetivos de cursos de español para hablantes nativos?), and gives valuable instructional guidelines and ideas. It concludes with reflection questions for each chapter.
Language and Identity in a Dual Immersion School
K. Potowski
Clevedon, UK: Multilingual Matters Limited, 2007
This book describes the experiences of a group of students in Chicago, Illinois, who are attending one of the first Spanish-English dual immersion schools in the United States. http://www.multilingual-matters.com
Mi Lengua: Spanish as a Heritage Language in the United States
A.C. Roca & M. C. Colombi, Editors
Washington, DC: Georgetown University Press, 2003
From the publisher's Web site: Mi lengua delves into the research, theory, and practice of teaching Spanish as a heritage language in the United States. The editors and contributors examine theoretical considerations in the field of Heritage Language Development (HLD) as well as community and classroom-based research studies at the elementary, secondary, and university levels. Some chapters are written in Spanish and each chapter presents a practical section on pedagogical implications that provides practice-related suggestions for the teaching of Spanish as a heritage language to students from elementary grades to secondary and college and university levels.
http://www.press.georgetown.edu/
