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"No nos pueden tratar como se les dé la gana:" Engaging Spanish heritage language learners through human rights education.

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Title: "No nos pueden tratar como se les dé la gana:" Engaging Spanish heritage language learners through human rights education.
Authors: Back, Michele1 michele.back@uconn.edu, Dickey, Amber2
Source: Foreign Language Annals. Dec2025, Vol. 58 Issue 4, p776-798. 23p.
Subject Terms: *Secondary education, Heritage language speakers, Spanish language, Human rights education, Consciousness
Abstract: In this study, we investigate how human rights education (HRE) can enrich Spanish heritage language learning (SHLL) in U.S. secondary classrooms. Using a mixed‐methods action research design, we examined a 9‐week unit on migrant labor rights taught in two Heritage Spanish 3 classes. Data sources included classroom observations, surveys, and a focal lesson analysis. While quantitative findings showed limited shifts in engagement, empathy, and advocacy, qualitative evidence revealed that human rights themes encouraged students to critically reflect on labor laws, connect curricular content to their lived experiences, and express growing awareness of their own rights. Classroom discussions demonstrated emerging critical thinking, with students demanding evidence during peer debates and drawing parallels between educational equity and societal well‐being. Students also articulated a newfound sense of civic responsibility, particularly in advocating for Spanish‐speaking communities. These results underscore the potential of HRE‐infused SHLL curricula to foster deeper engagement, empathy, critical consciousness, and advocacy. We argue for expanding such pedagogical models across diverse educational contexts and call for longitudinal studies to assess sustained impacts. [ABSTRACT FROM AUTHOR]
Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "No nos pueden tratar como se les dé la gana:" Engaging Spanish heritage language learners through human rights education.
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  Data: <searchLink fieldCode="AR" term="%22Back%2C+Michele%22">Back, Michele</searchLink><relatesTo>1</relatesTo><i> michele.back@uconn.edu</i><br /><searchLink fieldCode="AR" term="%22Dickey%2C+Amber%22">Dickey, Amber</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Foreign+Language+Annals%22">Foreign Language Annals</searchLink>. Dec2025, Vol. 58 Issue 4, p776-798. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Heritage+language+speakers%22">Heritage language speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Human+rights+education%22">Human rights education</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness%22">Consciousness</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: In this study, we investigate how human rights education (HRE) can enrich Spanish heritage language learning (SHLL) in U.S. secondary classrooms. Using a mixed‐methods action research design, we examined a 9‐week unit on migrant labor rights taught in two Heritage Spanish 3 classes. Data sources included classroom observations, surveys, and a focal lesson analysis. While quantitative findings showed limited shifts in engagement, empathy, and advocacy, qualitative evidence revealed that human rights themes encouraged students to critically reflect on labor laws, connect curricular content to their lived experiences, and express growing awareness of their own rights. Classroom discussions demonstrated emerging critical thinking, with students demanding evidence during peer debates and drawing parallels between educational equity and societal well‐being. Students also articulated a newfound sense of civic responsibility, particularly in advocating for Spanish‐speaking communities. These results underscore the potential of HRE‐infused SHLL curricula to foster deeper engagement, empathy, critical consciousness, and advocacy. We argue for expanding such pedagogical models across diverse educational contexts and call for longitudinal studies to assess sustained impacts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/flan.70008
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        Text: English
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      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Heritage language speakers
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      – SubjectFull: Spanish language
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      – SubjectFull: Human rights education
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      – SubjectFull: Consciousness
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              Text: Dec2025
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