Heritage Spanish Speaker Language Learning Strategies Summary

The drive of this paper is to present a summary of the article “Heritage Spanish Speakers' Language Learning Strategies.” by Hancock, Zennia. For instance, this digest defines some of the problems tangled in the Spanish language learning experiences of heritage Spanish speakers, which is the largest population of heritage language speakers in the United States. It also describes ways in which instructors can simplify these students' language growth through a better understanding of their language learning strategies and recommends areas in which more research needs to be done so that educators can learn how to work more efficiently with them. According to this article, students who study Spanish in school regularly come to formal education
with skills in understanding and conversation, but the literacy skills of them vary widely, fluctuating from extremely fluent to receptive to only partially receptive. Similarly, the degree of oral Spanish proficiency also varies widely among these students.
The author revealed that usually, heritage Spanish speakers students had been placed in Spanish classes with English speakers students learning Spanish as a second language.
Therefore, this can result in an issue, since other students may resent the heritage speakers' native-like knowledge with oral language and the appearance that the Spanish speakers are studying their previously acknowledged language. At the same time, even though the Spanish speakers may be able to discuss day-to-day topics, sometimes they may struggle to communicate more complex topics. As claimed by the author, this situation is challenging for heritage Spanish speakers and potentially frustrating for other students. Thus, more and more, researchers and teachers have realized that these learners require courses tailored to their particular needs. As detailed in this article, many factors affect the language learning of heritage Spanish speakers. In fact, many Spanish courses are taught by non-native speakers of Spanish. Consequently, heritage Spanish students may not identify with or respect as a Spanish teacher someone whose native language is not Spanish. So if they cannot relate emotionally to their instructor, their academic success may be
affected.
This publication proposes the following guidelines or instructional methodologies for teaching heritage Spanish speakers: Study about and show respect for diverse cultures and dialects. Highlight vocabulary choices and grammatical structures for different contexts and purposes rather than prescribing specific rules for all occasions. Base courses on themes that have cultural appeal to Spanish heritage speakers. Observe student behavior in the classroom and identify whether students benefit most from the group or individual work, oral or written language exercises, and so forth. When designing courses, include writing activities, contrastive, culture, and oral skills. As well as listing the language learning strategies that would be valuable in different scenarios, Spanish heritage students may also develop their scenarios and exchange them with other students. The goal is to increase students' awareness of the social issues involved in learning their language, explain to them how to recognize and take advantage of the learning strategies they are comfortable with and expose them to new tactics to enhance their learning.
In the end, the author concluded that there is a need for extra research and practice focused on the language learning strategies of heritage Spanish speakers. Some of the approaches that need to be undertaken include the development of language learning scenarios for heritage Spanish speakers and the invention of a language learning strategy inventory specifically for heritage Spanish speakers that will help teachers better serve Spanish-speaking students in their classes by teaching them how to become mindful of and in charge of their learning.