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(Re)presentations of United States L...

Ducar, Cynthia Marie.

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(Re)presentations of United States Latinos: A critical discourse analysis of Spanish heritage language textbooks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	(Re)presentations of United States Latinos: A critical discourse analysis of Spanish heritage language textbooks./
Author:	Ducar, Cynthia Marie.
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0538.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207162
ISBN:	9780542541094

(Re)presentations of United States Latinos: A critical discourse analysis of Spanish heritage language textbooks.
Ducar, Cynthia Marie.

(Re)presentations of United States Latinos: A critical discourse analysis of Spanish heritage language textbooks. - 275 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0538.

Thesis (Ph.D.)--The University of Arizona, 2006.

Though the field of Spanish heritage language (SHL) studies has seen a boom in research, such research has not yet addressed the materials available for SHL classes. This dissertation fills a gap in previous research by addressing the representation of US Latinos and US varieties of Spanish in the SHL context. The current study involves a critical discourse analysis (CDA) of the presentation of both culture and language in intermediate level university SHL textbooks, in order to show how such texts present US Spanish-speaking people's culture and their language varieties.

ISBN: 9780542541094Subjects--Topical Terms:

1018115
Education, Language and Literature.

(Re)presentations of United States Latinos: A critical discourse analysis of Spanish heritage language textbooks.
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035 $a (UMI)AAI3207162
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100 1 $a Ducar, Cynthia Marie. $3 1923701
245 1 0 $a (Re)presentations of United States Latinos: A critical discourse analysis of Spanish heritage language textbooks.
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0538.
500 $a Adviser: Linda Waugh.
502 $a Thesis (Ph.D.)--The University of Arizona, 2006.
520 $a Though the field of Spanish heritage language (SHL) studies has seen a boom in research, such research has not yet addressed the materials available for SHL classes. This dissertation fills a gap in previous research by addressing the representation of US Latinos and US varieties of Spanish in the SHL context. The current study involves a critical discourse analysis (CDA) of the presentation of both culture and language in intermediate level university SHL textbooks, in order to show how such texts present US Spanish-speaking people's culture and their language varieties.
520 $a Previous research on both history and Spanish as a foreign language textbooks show that US Latino populations in such texts are frequently reduced to numbers, faceless statistics or stereotypes (Arizpe & Aguirre, 1987; Cruz, 1994; Elissondo, 2001; Ramirez and Hall, 1990; Rodriguez and Ruiz, 2005; and van Dijk, 2004a; 2004b). Additionally, previous analyses of the presentation of Spanish in Spanish foreign language (SFL) textbooks show SFL texts provide "...varying or misleading intuitions about dialects of Spanish" (Wieczorek 1992, p.34; see also Fonseca-Greber & Waugh, 2003). This dissertation corroborates these findings in the SHL context and presents suggestions for improving the quality of materials used in the SHL context. The results of the current study clearly parallel those found by van Dijk (2004b); though the texts present "factual" information, it is the selective presentation of this information that culminates in an overall negative representation of immigrant and minority cultures, which is rooted in a metonymical understanding of what it means to be immigrant. Additionally, all the texts continue to promote a pseudo-Castilian variety of Spanish, while delegating student varieties of the language to appropriate home contexts. This bidialectal treatment of US varieties of Spanish excludes critical based dialect awareness altogether.
520 $a This dissertation addresses the need to both improve and develop "...pedagogically sound textbooks and new technology materials designed to meet the Hispanic bilingual student's linguistic needs" (Roca, 1997, pp.37-43). It is only through critical discourse analysis that we can assure that textbooks are indeed presenting a positive image of US Latinos and their language to students enrolled in university SHL classes.
590 $a School code: 0009.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Modern. $3 1018098
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0279
690 $a 0282
690 $a 0290
690 $a 0291
690 $a 0737
710 2 0 $a The University of Arizona. $3 1017508
773 0 $t Dissertation Abstracts International $g 67-02A.
790 1 0 $a Waugh, Linda, $e advisor
790 $a 0009
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207162