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HERITAGE SPEAKERS' EXPERIENCES IN NEW LATINO DIASPORA SPANISH CLASSROOMS

Despite the growing interest in Spanish heritage language (HL) instruction, little empirical work has focused on world language education in “new Latino diaspora” areas with no previous history of educating HL students. This study used a longitudinal case study perspective to document the experiences of two Latino students in high school Spanish classrooms in rural southeastern U.S. schools. The study shows how broader school, community, regional, and national language ideologies influence and are recreated in classrooms where the legitimacy of students' language was questioned. It also documents how power relations in the school and community shaped the curriculum and educators' interactions with Latino students, marginalizing them through an essentialized and elitist orientation to culture and the privileging of predominantly white monolingual background students in their classes. The article concludes with recommendations for Spanish educators and curricula that are more responsive to an increasingly diverse, multicompetent student population.