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Department of Romance Languages,
Spanish Heritage Language Program,
University of Oregon
February 18th-20th, 2016
Febrero de 2016
Estimados colegas,
Con gran entusiasmo les damos la bienvenida al tercer simposio de español
como lengua de herencia que organiza la Universidad de Oregón. Esta será
la primera vez que este simposio no se organiza en Texas Tech University,
en Lubbock. Sin embargo, seguimos con el mismo perfil de los dos primeros
simposios en Texas para darle continuidad al novedoso foro de discusión que
se ha abierto en el campo de estudio del español en los Estados Unidos.
En el simposio que hemos organizado este año en Eugene, Oregón ustedes contarán
con la presencia de numerosos investigadores, pedagogos y estudiantes graduados que
presentarán los avances teóricos y prácticos en diferentes aspectos de este campo de
estudio. También contarán con la oportunidad de asistir a tres talleres con muy diversos
enfoques, los cuales incluyen i) los retos que existen para ubicar a los estudiantes en los
cursos para hablantes de español como lengua de herencia en la escuela preparatoria;
ii) diferentes técnicas para crear cursos con elementos de servicio en la comunidad; iii)
y la integración de la tecnología en los cursos de español para hablantes de herencia.
Este año hemos incorporado también, a petición de varios participantes del
simposio pasado, una nueva tradición. En el mes de octubre de 2015, como
parte de la celebración del mes de la hispanidad, organizamos el primer
concurso nacional del espanglés o spanglish. De este modo, contaremos
con la entrega de premios a diversos estudiantes de todo el país.
Asimismo, el tercer simposio sigue con los objetivos y el espíritu original de
los dos anteriores y nos alegramos de sobremanera al comunicarles que
el próximo año tendrá lugar en la Universidad de California en Irvine.
Reciban un caluroso saludo, y esperamos que su estancia en la
Universidad de Oregón y en Eugene sea de su agrado.
Claudia Holguín Mendoza, Ph.D.
Directora del programa de español como herencia
Chair of 3rd Symposium on Spanish as a Heritage Language
Acknowledgements
This event would not have been possible without the support and involvement
of many people and organizations. First, we are grateful to all the staff, graduate
students and faculty from the Department of Romance Languages who supported
who helped make this happen in too many ways to mention over the past 8 months:
Assistant Organizer of the 3rd SSHL Heather Quarles, Linda Leon, Zach Lazar, Alex
Zunterstein, Sebastián Urioste, Macarena Tejeda, Kelley León Howarth, Nagore
Sedano, Amy Costales, Luz Romero, Luz Hernández, Nathan Whalen, Brandon
Rigby, Sayo Murcia, Rafael Arias, Katelyn Tassan, Doralba Pérez, Melinda Boettcher,
Eva Serfoso, Jordan Clementi, Analisa Taylor, Robert L. Davis, Iñaki Gonzalo, Erin
Moberg, Paolo Henríquez, Jeff Contreras, Carrie Reilly, Laurie de Gonzalez, Paula
Ellister, Leah Middlebrook, Pedro García, Gloria Zabala, and Amalia Gladhart.
We are also indebted to the colleagues who reviewed abstracts for the conference:
Luz María Hernández, Sebastián Urioste , Sara Beaudrie, Rajiv Rao, Doralba
Perez Ibañez, Eva Serfozo, Katelyn Tassan, Jordan Clementi, Damian Vergara
Wilson, Munia Cabal Jimenez, Inmaculada Gomez Soler, Iñaki Gonzalo, María
Ciriza-Lope, Florencia Henshaw, Julio Torres, Amalia Llombart-Huesca, Alez
Zunterstein, Melinda Boettcher, Delia Magaña, Diego Pascual y Cabo, Mark
Amengual, Jennifer Cabrelli Amaro, Josh De la Rosa-Prada, Robert Davis
The 3rd Annual Symposium on Spanish as a Heritage Language is sponsored
by the following units at the University of Oregon: the Department of Romance
Languages, the Office of Academic Affairs, the Deans Office of the College of
Arts and Sciences, the Center for Multicultural Academic Excellence, the College
of Education, the Center for Latino and Latin American Studies, the Honors
College, the Oregon Humanities Center’s Endowment for Public Outreach in
the Arts, the Division of Undergraduate Studies, the Graduate School, the Latin
American Studies Program, MEChA, and the Department of English .
And, finally, the National SSHL Organizing Committee: Florencia Henshaw, Claudia
Holguín, Julia Oliver-Raján, Diego Pascual y Cabo, Damián Vergara Wilson and Julio Torres
Thursday, February 18th, 2016
4:30pm - 5:00pm
5:00pm - 6:30pm
6:30pm
Friday, February 19th, 2016
8:00am - 8:45am
8:45am - 10:00am
Bean East Conference Room
Classroom Research and Assessment
Chair: Doralba Pérez Ibañez
10:10am - 10:40am
Overcoming Placement Challenges:
New Opportunities for Spanish
Language Heritage Learners.
Marta Fairclough, University of Houston.
Randal Barrette, Avant assessment.
10:45am - 11:15am
Spanish oral language proficiency
assessments and TWI heritage language
learners: Multimodal language.
Amy Young and Christina Karahisarlidis,
New York University.
11:20am - 11:50am
Surveying proficiency of Spanish heritage
learners in a small liberal-arts college.
Elena Aldea Agudo, Jessica Cox, Jialing Liu, and
KathrinTheumer, Franklin and Marshall College.
Ford Alumni Center - Lee Barlow Giustina Ballroom
Registration
OPENING REMARKS. Ford Alumni Ballroom.
• Claudia Holguín Mendoza, Director of the SHL program at the University of Oregon.
• Superintendent of School District 4j, Eugene, OR, Gustavo Balderas.
A critical view of SHL: Speaking back to the neoliberal university
Plenary Speaker 1: Jennifer Leeman. George Mason University.
Welcome Reception
Global Scholars Great Hall
Light Breakfast & Late Arrival Registration
Welcome
• Claudia Holguín, Director SHL UO, Chair SSHL 2016
• Dr. Susan Rieke -Smith, Superintendent Springfield Public Schools
Beyond Mexican Food: Latinos in Oregon and Implications for Heritage Language Teaching
Plenary Speaker 2: Dr. Susana Rivera - Mills, OSU
Moore Dining Room
Bean West Conference Room
Identities, Ideologies, and Language Choice
Chair: Melinda Boettcher
Formal Studies and Cognition
Chair: Elizabeth Valdez
Social Network Sites & Translanguaging (or Not).
Linda Lemus, University of Arizona.
La percepción de cognates a través del lenguaje
y la cognición: Una exploración psicolingüística.
David Beard, Miami University.
Reframing New Mexican Spanish through
Spanglish: Language Ideologies,
Attitudes, and Lexical Choices in
Mexican-Nuevomexicano Families.
Lillian Gorman, University of Arizona.
Heritage language learners’ knowledge
of derivative word forms.
Eve Zyzik, UC Santa Cruz.
Family Letters: a Linguistic Analysis of the Personal
Correspondence of a Mexican American Family.
Isabel Velazquez and Kate Mendell,
University of Nebraska, Lincoln.
Metaknowledge and Metalinguistic Strategies
in the Spanish for Heritage Learners
Classroom: a Curriculum Redesign.
Flavia Belpoliti, and Elisa Gironzetti,
Texas A&M University Commerce.
Friday, February 19th, 2016
12:00pm - 1:00pm
Bean East Conference Room
Lunch Break
Workshop #1
Chair: Amy Costales
1:00pm - 1:30pm
The problem with placement: dual immersion
students and college Spanish.
Amanda Filloy Sharp
Gloria Kussalanant,
Alicia Ward-Satey,
Corvallis High School
1:35pm - 2:05pm
2:10pm - 2:40pm
2:40pm - 3:10pm
Refreshment Break
SHL and Portuguese
Chair: Alex Zunterstein
3:10pm - 3:40pm
Teaching Portuguese to Spanish
Speakers in the High Schools.
Eduardo Da Silva, University of Washington.
3:45pm - 4:15pm
Teaching Portuguese to speakers of Spanish
as L2 and as a Heritage Language.
Simone Da Silva, University of Oregon.
4:20pm - 4:50pm
Professional Development for Educators
of Portuguese as a Heritage Language.
Luciana Lessa Rodrigues, Georgia State University.
Felícia Jennings-Winterle, Brasil em Mente.
5:30pm - 6:30pm
6:30pm - 8:00pm
Moore Dining Room
Bean West Conference Room
Identities, Ideologies, and Attitudes
Chair: Rafael Arias Anrango
Formal Studies (1)
Chair: Iñaki Gonzalo
Actitudes y percepciones de los hablantes de
herencia en el contexto de estudios en el extranjero.
Munia Cabal Jiménez, Western Illinois University.
Variable placement in heritage language.
Anita Kemp, University of Oregon.
Development of a self-report instrument
to measure Spanish HS’ attitudes
toward their heritage language.
Jocelly Meiners and Delia Montesinos,
University of Texas at Austin.
Differentiated Teaching in the beginning-level
SHL classroom: Examples using the Subjunctive.
Stephanie Brock, and Andrea Herrera
Dulcet, University of Arizona.
Problematizing Spanish Heritage
Language Identities: HL Speakers of
Mexican Descent Studying Abroad.
Rebecca Pozzi, and Lina Reznicek-Parrado, UC Davis.
The Effects of Community and Complexity
on HS’ Production of Subjunctive Forms.
David Giancaspro, Rutgers University.
Phonetics and Phonology
Chair: Julio Torres
Classroom Research and Service Learning
Chair: Nagore Sedano
The production of rhotics in Spanish: a
comparison of native speakers and heritage
speakers of differing proficiency levels.
C. Elizabeth Goodin-Mayeda, University of Houston.
Spanish heritage language learner attitudes:
The benefits of community service-learning.
Diego Pascual y Cabo, Josh De la Rosa Prada,
Texas Tech University. Kelly Lowther Pereira, The
University of North Carolina – Greensboro.
Spanish heritage speakers’
phonological competence.
Marisol Garrido, Eastern Michigan University.
Communities and connections: Servicelearning for Spanish heritage speakers.
Kelly Lowther Pereira, The University of
North Carolina – Greensboro.
Metalinguistic intuitions regarding syllabification
in heritage and native speakers of Spanish.
Michael Shelton, Occidental College. David
Counselman, Ohio Wesleyan University.
Nicolás Gutiérrez, Universidad de Jaén.
Content & Consciousness Inside and
Outside the Classroom: Advantages of
Community-based Assignments.
Kelley León-Howarth, University of Oregon.
Global Scholars Great Hall
Evening Reception
First Annual National Celebration of Spanglish Day Creative Writing Contest Awards
Guest Artist: Bill Santiago: Pardon My Spanglish
Saturday, February 20th, 2016
Global Scholars Room 117
8:00am - 9:00am
Workshop #2
Chair: Munia Cabal Jiménez
9:00am - 9:30am
9:35am - 10:05am
Our learning curve for building a service learning
course with Spanish heritage speakers
María Ciriza-Lope
Marco Shappeck
Steven Arxer
University of North Texas at Dallas
10:10am - 10:40am
10:40am - 10:55am
Authentic Materials
Chair: Luz Romero-Montaño
10:55am - 11:25am
Las series televisivas como factor de
motivación en hablantes hispanos de
herencia en la Universidad en Nueva York.
Lorena García Barroso, The Graduate Center, CUNY.
11:30am - 12:00am
User- Generated Materials for Heritage Spanish
Project: Locally produced, locally used.
José Esteban Hernández, Mark Cisneros, Estela Hernández,
Blanca Jaimes-Luna, Víctor Tijerina, University of Texas-Rio Grande
Valley. Yanina Hernández, Texas State Technical College_Harlinge.
12:00pm - 1:00pm
Workshop #3
Chair: Simone Da Silva
1:00pm - 1:30pm
1:35pm - 2:05pm
2:10pm - 2:40pm
2:45pm - 3:15pm
Beyond ‘cool’: Integrating technology in
the heritage language classroom.
Florencia Henshaw
University of Illinois at Urbana Champaign
Global Scholars Room 130
Global Scholars Room 131
Light Breakfast
Classroom Research and Writing
Chair: Macarena Tejada-López
Formal Studies (2)
Chair: Diego Pascual y Cabo
Orthography in the writing of Beginner
Spanish Heritage Learners.
Encarna Bermejo, Houston Baptist University. Flavia
Belpoliti, Texas A&M University-Commerce.
Development and validation of a placement instrument
for Heritage Language Learners of Spanish.
Evelyn Duran Urrea and Beatriz Lado, Lehman College, CUNY.
Te lo pido por favor: El conocimiento de normas
pragmáticas en las peticiones electrónicas entre
hablantes de español como lengua heredada.
Chelsea Escalante, UC Davis.
Usos y Omisiones del artículo definido
en sintagmas nominales en el español
de hablantes de herencia.
Rosalva Alamillo. University of Houston.
Elliptical tener que: Evidence from Twitter corpora.
Melissa Vega-Valdez, and Aaron Yamada, UC Davis.
Explaining Heritage Spanish Transfer
attrition or universal principles?
Zuzanna Fuchs, Harvard University. Gregory Scontras,
Stanford University. María Polinsky, University of Maryland.
Coffee Break
Contact and Linguistic Variation
Chair: Josh Delarosa-Prada
Classroom research
Chair: Sebastián Urioste
Chapines in Chicanolandia: Contact
Amongst the Spanishes of Los Angeles.
Ana Sánchez Muñoz, and Daisy González,
California State University, Northridge.
Exploring interaction between heritage and second
language learners in the Spanish classroom.
Ana Fernández Dobao, University of Washington.
El español andino como lengua de herencia y
el bilingüismo quechua-español en el Perú.
Eunice Cortez, Lehigh University.
The heritage language as a complex
adaptive system: Practical applications
of usage-based linguistic.
Damián Vergara Wilson, University of New Mexico.
Lunch Break
Multiliteracies and Critical Pedagogies
Chair: Licia Aldana
SHL Program Challenges
Chair: Jordan Clementi
Teaching Acting in Spanish for
Heritage Speakers (non-Actors).
Olga Sanchez Saltveit, University of Oregon Theatre Arts.
The History of the Longest-Running
Program of Spanish as a Heritage
Language in the United States.
Carlos Enrique Ibarra and Karol IbarraZetter, University of New Mexico.
What’s next?: Heritage language learners
shape new paths in Spanish teaching.
Julio Torres, UC Irvine. Diego Pascual y Cabo
and John Beusterien, Texas Tech University.
Spanish for Heritage Learners at Portland State.
Robert Sanders and Elena Avilés,
Portland State University.
La clase de lingüística: un espacio para aprendizaje
y autoempoderamiento como hablante de herencia.
Luz María Hernández, University of Oregon.
The road to be Taken: Becoming
a Teacher of Spanish.
Carmen Cáceda, Purdue University.
Final Remarks
Plenary Speakers
Dr. Susana Rivera-Mills
Dr. Susana Rivera-Mills serves as Vice Provost and Dean for
Undergraduate Studies, and is Professor of Spanish Linguistics and
Diversity Advancement at Oregon State University. She holds B.A and
M.A degrees from University of Iowa and the Ph.D. from University of
New Mexico. She has published several books and numerous articles
on the topics of Spanish in the U.S., issues in sociolinguistics, second
language acquisition, Latino ideology, and Spanish for heritage speakers.
She has presented at national and international conferences where
she shares her expertise in Spanish-speaking communities in contact
with English, and issues surrounding U.S. Latino ethnic identity.
Her talk is entitled “Beyond Mexican Food: Latinos in Oregon and
Implications for Heritage Language Teaching”. It will take place in
Global Scholars Great Hall, Friday February 19th at 9:oo am.
Dr. Jennifer Leeman
is Associate Professor of Spanish at George Mason University and
Research Sociolinguist at the Center for Survey Measurement at the
U.S. Census Bureau. Dr. Leeman’s research focuses on ideologies and
representations of language, race and nation in the US; language policy
in multilingual societies; and the sociopolitics of language education. In
the area of heritage language education, her primary interests are critical
pedagogical approaches and the interplay of identity and language.
Her talk is entitled “A Critical View of Spanish as a Heritage Language:
Speaking Back to the Neoliberal University”. It will take place in
the Ford Alumni Ballroom, Thursday February 18th at 5:30 pm.
Bill Santiago
Bill Santiago is the first born of at least four children. He became a
standup after narrowly escaping a career in journalism, facing the fact
that as a comedian he was funny, but as a reporter he was a joke. It’s
been said he was born to Puerto Rican immigrants, which is technically
untrue, as Puerto Ricans are US citizens. Although, he’s got an uncle
who was once deported to the Bronx. With the premiere of his first
television special, “Comedy Central Presents: Bill Santiago,” he won
over fans nationwide with his dead-on observations about Spanglish:
“twice the vocabulary, half the grammar!” and his beloved catchphrase
“¡Porque Because!” Which led to his first book, Pardon My Spanglish.
The book is now being used at universities and high schools across
the country to stimulate discussions about identity, language and
multiculturalism. Santiago’s second half-hour special appeared on
Showtime. Recently, he appeared Saturday mornings on CNN, delivering
comic relief commentary via “Santiago’s Weekly Pop Wrapup.” His
Sirius XM Radio Show, “Total BS,” is now be relaunched as a podcast.
Workshops
The Problem With Placement: Dual Immersion
Students And College Spanish Courses
Presented by Amanda Filloy Sharp, Gloria Kussalanant, Alicia Ward-Satey, Corvallis High School
A collaborative discussion on how colleges and universities identify and serve SpanishEnglish bilingual undergraduates from Dual Language Immersion programs. This population is
increasing rapidly, and the students often don't fit the typical profile for university-going heritage
speakers. Conversation will focus on the skill set DLI graduates bring to college, how colleges
currently do and do not serve them, and how secondary and post-secondary educators can
work towards alignment and mutual support during the current boom of DLI programs.
Our Learning Curve For Building A Service Learning
Course With Spanish Heritage Speakers
Presented by María del Puy Ciriza-Lope, Marco Shappeck, Steven Arxer, University of North Texas, Dallas
When institutions of higher education practice community service, their involvement can quickly
follow older patterns of paternalism (that is, members of an institution filled with upwardly mobile
youth reach out to a marginalized class as a gesture of inclusiveness, despite the lack of any
measurable change for the “served” community). This workshop will present a service learning
project that would seem to have side-stepped this model: the teachers of the adult ESL program,
Spanish heritage speakers from the university, are from the same neighborhood as the adult
English learners they teach and both groups share overlapping socio-cultural practices. The
workshop will discuss the origins and personal and institutional successes of the program, and
examine how notions of Hispanic and Latino identity operate at interpersonal and local levels.
In the interactive portion, participants and presenters will articulate approaches that encourage
reciprocal relationship building for collaborative projects that develop trust and continuity.
Beyond ‘Cool’: Integrating Technology In The Heritage Language Classroom
Presented by Florencia G. Henshaw, University of Illinois at Urbana-Champaign
Considering that one of the main advantages of computer-assisted language learning is that it
allows for more individualized instruction and personalized learning, it is surprising that the use of
technology in HL teaching has remained largely unexplored. This is likely due to the scarcity of
publisher-provided online materials that meet the needs of HL learners. Educators are then left to
their own devices to integrate technology in the curriculum. Given the vast number of technological
tools available, how do educators go about the daunting task of selecting the best ones? And,
how can technology be integrated in a way that it truly enhances HL learning? This workshop will
discuss the advantages and disadvantages of technology use with HL learners, based on research
to date. We will then explore the most useful tools for the HL classroom with practical ideas to
show how HL teaching and learning may be enriched with the sound use of technology.
Preented by:
• MEChA • Clark Honors College • Graduate School • Division of Undergraduate Studies •
• Department of English • Center for Latino/a and Latin American Studies •
• The Oregon Humanities Center’s Endowment for Public Outreach in the Arts •
• Latin American Studies Program •