How can we effectively teach a language and writing-focused class to native speakers while avoiding the belief of superiority of one language variety that is inherently tied to race?

I had a pivotal moment of realization during the very first class of the course I was teaching for heritage speakers of Spanish. It was the first time for me teaching a language course of this nature and became evident to me that I needed to change my approach and rethink my teaching methods.

Minutes before the class started, I engaged with the students present to create a more relaxed atmosphere. Unexpectedly, one student, upon hearing my accent, asserted that I was going to teach them the “real” Spanish. This statement caught me off guard, prompting me to initiate a conversation by asking, “What do you mean by ‘real’ Spanish?” The concept of “Broken Spanish” was then introduced, as they believed it applied to their own language proficiency.

Bell Hooks in “Teaching to Transgress: Education as the Practice of Freedom” (1994) emphasizes the importance of engaging the whole self in the learning process. This involves nurturing students’ intellectual, emotional, and creative capacities, allowing them to bring their authentic selves into the classroom and find joy in the pursuit of knowledge. If I chose to continue with the syllabus without addressing that statement, I would have inadvertently perpetuated the belief of one language variety’s superiority, which is inherently linked to race. Unintentionally, I would have disregarded my students’ identities, cultures, and sense of self eliminating all the emotional connection to the language and the joy of learning. It is crucial to recognize the potential consequences of neglecting these important aspects in the teaching and learning process.

One of the initial crucial steps I could identify as highly significant is to challenge the belief of “broken [language]” that students have internalized. The term “broken language” is often used to describe a non-standard or non-conventional form of language that deviates from the accepted grammatical and linguistic norms which carries negative connotations. It is important to understand that language variations are not inherently inferior or less valuable. Instead, they reflect the linguistic diversity and richness of different communities and individuals. Emphasizing the strengths and capabilities of individuals’ language skills, regardless of their adherence to standard grammar, is more constructive and inclusive.

In New York City, Spanglish is indeed present, particularly in neighborhoods with a significant Hispanic population. The city is home to a diverse Hispanic population from different Hispanic countries as well as CUNY campuses are. Spanglish emerges as a natural linguistic phenomenon due to the bilingualism and cultural interchange between Spanish and English speakers. It is often used as a means of communication and cultural expression within these communities. How could we overlook the linguistic reality and variety of students and enforce a singular “correct” way of the language? First and foremost, it is essential to recognize the enrichment that it brings to the classroom setting:

“Bilinguals’ language differences, cultural resources, and educational histories are often seen as challenges, rather than as assets in their learning. […] Translanguaging is a creative and critical process in which multilingual people use their language and other resources in dynamic, flexible, multimodal, semiotic and purposeful ways” (Rivera 11-12).

Considering everything mentioned above, I felt the need to design the following activity as a way to start the semester. This activity could be implemented during the initial weeks of the course and be customized to suit various language classes.

The objective of this activity was to shift the students’ perception of their Spanish as “broken” and encourage them to view the language as dynamic and that have multiple varieties. The activity aimed to achieve the following goals: challenging and decolonizing the notion of white language supremacy, fostering self-identification and embodiment among the students, and empowering them as active contributors and knowledge producers.

(Please refer to the activity provided at the end “¡Hablamos Spanglish, not broken Spanish!” for further details)

Spanglish was introduced as another variety of Spanish, recognized as a legitimate form of communication, cultural expression, and academic discourse through the activity. Moreover, it serves as a means of resistance against the dominant narrative of whiteness supremacy in language. Overall, Spanglish serves as a catalyst for challenging the hegemony of whiteness and embracing linguistic diversity, fostering inclusivity, and celebrating the resilience of communities that embody its cultural and linguistic richness.

Now, the question arises: How can we introduce the standard language? Introducing the standard language can be approached in a way that acknowledges its importance while also recognizing the value of linguistic diversity by presenting first that diversity (Spanglish). “I imagine them hearing spoken [language] as the oppressor’s language, yet I imagine them also realizing that this language would need to be possessed, taken, claimed as a space of resistance” (Hooks 169). The importance of highlighting the potential for language to be reclaimed and transformed into a space of resistance. It suggests that individuals can assert their agency by taking ownership of the language and using it to challenge and resist oppressive systems. Introducing it in a way that acknowledges its practicality while embracing linguistic diversity, it can promote an inclusive and balanced approach to language education. This approach honors the students’ identities and heritage languages while equipping them with the necessary skills to navigate a variety of language contexts.

In this perspective, standard Spanish is not seen as the only correct way of the language, but rather as one way of communicating in specific contexts. Spanglish, on the other hand, is not viewed as ‘broken’ Spanish, but as a tool that allows individuals to navigate different linguistic and cultural contexts. It recognizes that language is flexible and can adapt to different situations, and that Spanglish serves as a means of communication in certain contexts where both Spanish and English coexist. It acknowledges the value and richness of linguistic diversity and the ability to code-switch and blend languages based on the needs of the situation.

Citations:

Espinosa, Cecilia M., Laura Ascenzi-Moreno, and Ofelia García. Rooted in strength: Using translanguaging to grow multilingual readers and writers. Scholastic, 2021.

Hooks, Bell. Teaching to transgress. Routledge, 2014.

…

¡Hablamos Spanglish, not broken Spanish!

The activity was titled “¡Hablamos Spanglish, not broken Spanish!”, and it consisted of three distinct parts.

Part 1: “Spanglish? Yes, Spanglish! “.

The first part of the activity focused on exploring Spanish language varieties and linguistic phenomena that arise when two languages come into contact. Spanglish in New York City can be observed in everyday conversations, street signs, advertisements, music, and even in the media. It reflects the linguistic and cultural hybridity of the city and of the country itself and serves as a way for individuals to navigate between their Spanish-speaking heritage and the English-dominant environment they live in.

1. Initial exploration of Spanglish:

The discussion began by delving into the topic of Spanglish, a linguistic phenomenon resulting from the interaction between Spanish and English. Students were encouraged to share their existing knowledge and thoughts on the subject, providing a foundation for further exploration.

2. Students’ insights and perspectives and personal experiences:

The class engaged in an exchange of ideas, allowing students to contribute their thoughts and experiences related to Spanglish. This collaborative dialogue fostered a deeper understanding of the topic, incorporating diverse viewpoints from within the classroom.

To enrich the discussion, students were encouraged to share their personal experiences with Spanglish. This allowed for a more intimate and relatable exploration of the topic, as individuals reflected on instances where they encountered or utilized Spanglish in their own lives.

Overall, this preliminary discussion provided a platform for students to build upon their prior knowledge, share their perspectives, and draw from personal experiences, setting the stage for further exploration of Spanglish in the context of the course.

3. Assignment, analysis, and discussion:

For this assignment, students brought pictures to class from their surroundings in New York City, community, subway, or any other location where they come across signs, advertisements, or local business names in Spanglish.

4. Group reflection on patterns and prompt writing:

In groups, they analyzed the collected pictures and discuss any patterns or observations they notice, considering aspects such as the frequency and the way of Spanglish usage, the types of different Spanglish they could classify. Based on the group reflections, they wrote a prompt that encapsulates the patterns and observations they’ve identified. During class, we engaged in a discussion where each group shared their prompts, and the class collectively explored the significance of these patterns in relation to language, culture, and community dynamics.

This assignment aimed to deepen the understanding of Spanglish usage in different contexts, encouraging critical analysis and group dialogue to uncover the nuances and significance behind these linguistic expressions.

5. In the final phase of the activity, we delved into linguistic concepts related to language in contact, specifically focusing on Spanglish. Students were empowered as knowledge producers, tasked with researching, and presenting different types or forms of Spanglish, done by using the previous examples of signs, advertisements, or local business names collected in the assignment. This collaborative exploration allowed the class to gain insights into the linguistic dynamics at play when two languages are in contact. By actively participating as knowledge producers, students contributed to a deeper understanding of Spanglish, while honing their research, presentation, and critical thinking skills. Together, we fostered a collective appreciation for the linguistic richness and complexity that arises from language contact in diverse communities.

Part 2: Learning about Spanglish cultural production as a mean of art and activism.

The objectives of the second part of the activity encompassed two essential goals: the inclusion of historically excluded writers and scholars from the canon, as well as promoting self-identification among the students.

1. Engage in group research on a Spanglish cultural production or community of scholars, followed by a presentation:

In this phase, students worked in groups and conduct research on a specific Spanglish cultural production author, scholar, or community. The focus was on uncovering valuable information, gathered relevant resources, examine scholarly works, and explore cultural artifacts or creative expressions associated with the selected Spanglish community. This research provided a foundation for the subsequent presentation where they shared the knowledge, they have acquired about the chosen Spanglish cultural production or scholars. Through this process, students actively took on the role of knowledge producers, conveying their understanding and insights to their peers.

This activity promoted a deeper appreciation for the richness and diversity of Spanglish cultural production, while allowing students to engage in critical research, presentation, and collaborative learning.

2. Writing Response

Students had to select one of the texts presented in class and engage in a thorough reading and analysis. After reading the chosen text, they had to compose a writing response that reflected their understanding, interpretation, and critical analysis of the content regarding Spanglish.

The students were asked to consider the following aspects:

• Summarize the main ideas and arguments presented in the text.
• Evaluate the strengths and weaknesses of the author’s arguments and supporting evidence.
• Reflect on how the text connects to the broader themes and discussions in the course.
• Share your own perspectives, insights, and reactions to the ideas presented.

This assignment encouraged critical reading, analysis, and the development of independent thoughts and interpretations. It allowed the students to engage deeply with the text and contribute their unique insights to the ongoing academic discourse as knowledge producers.

Part 3: Creative Writing in Spanglish

1. In this creative writing assignment, students had the opportunity to express themselves through a poem or short story written in Spanglish. The focus of the piece should be on biculturalism and personal experiences related to navigating multiple cultures.

Students had to choose a topic that resonates with their own bicultural identity or explore a particular moment or aspect of their experiences. They were asked to use Spanglish as a linguistic tool to authentically reflect the interplay between Spanish and English in their narrative.

Students were asked to consider the following guidelines for their writing:

• Begin with a clear theme or central idea that captures the essence of biculturalism and self-experience.
• Incorporate both Spanish and English seamlessly in your writing, allowing the languages to merge and interact naturally.
• Engage the reader by employing vivid imagery, sensory details, and emotions to bring your story or poem to life.
• Experiment with the rhythm, sounds, and musicality of Spanglish, embracing its unique linguistic qualities.
• Reflect on the complexities, challenges, joys, or conflicts that arise from embracing multiple cultures in your writing.

Students were reminded that this was an opportunity for creative expression, and to feel free to explore different narrative structures, poetic forms, or storytelling techniques. Also, to embrace the diversity and richness of their bicultural experiences and to let their creativity shine through their Spanglish piece. The joy of the process of writing and sharing their unique perspective on biculturalism and self-experience as a way of ARTivism.

2. In the end, we organized our own Newyorican Poets Café within the class, where students had the opportunity to share their poems. It’s important to note that the presentation was voluntary and provided as an opportunity for extra credit. The Newyorican Poets Café served as a platform for students to express their creativity, celebrate their unique voices, and engage in a supportive and vibrant artistic community.

Introducing Standard Spanish:

To introduce standard Spanish, it is incorporated an activity inspired by Kim Potowky’s chapter on “¿Traje de baño o traje con corbata?: respetar el “spanglish” en las clases de español”: The metaphor of clothing is helpful in understanding how we should approach “Spanglish.” Just as we wear different clothes for different occasions, such as a swimsuit and sandals for the beach or formal attire for a wedding, it’s important to consider the appropriateness of language varieties for different contexts. If someone were to wear beach attire to a wedding, they would feel uncomfortable and look out of place. Similarly, wearing a suit and tie to the beach would be impractical. However, no piece of clothing can be inherently “incorrect.” A shirt, a skirt, or a tie cannot be “wrong.” They may simply be inappropriate for a specific event. The same applies to language forms. If many people say “afordear” (afford) or “tener un buen tiempo” (to have a good time), those who claim these forms are “incorrect” are mistaken. However, they may be inappropriate for formal essays or speeches.

In this perspective, standard Spanish is not regarded as the exclusive or correct way of speaking, and Spanglish is not seen as broken Spanish. Instead, both are recognized as valid forms of communication that allow individuals to navigate different contexts. Spanglish serves as a valuable tool for adapting and interacting within diverse environments, enabling effective communication across cultural and linguistic boundaries. This approach highlights the importance of linguistic flexibility and the ability to navigate various contexts using different language variations as necessary.