'No nos pueden tratar como se les dé la Gana:' Engaging Spanish Heritage Language Learners through Human Rights Education
Saved in:
| Title: | 'No nos pueden tratar como se les dé la Gana:' Engaging Spanish Heritage Language Learners through Human Rights Education |
|---|---|
| Language: | English |
| Authors: | Michele Back (ORCID |
| Source: | Foreign Language Annals. 2025 58(4):776-798. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Spanish, Second Language Learning, Heritage Education, Native Language, Learner Engagement, Civil Rights, Secondary Education, Migrant Workers, Second Language Instruction |
| DOI: | 10.1111/flan.70008 |
| ISSN: | 0015-718X 1944-9720 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493627 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1493627 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: 'No nos pueden tratar como se les dé la Gana:' Engaging Spanish Heritage Language Learners through Human Rights Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Michele+Back%22">Michele Back</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9558-8908">0000-0001-9558-8908</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amber+Dickey%22">Amber Dickey</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Foreign+Language+Annals%22"><i>Foreign Language Annals</i></searchLink>. 2025 58(4):776-798. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Heritage+Education%22">Heritage Education</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Workers%22">Migrant Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1111/flan.70008 – Name: ISSN Label: ISSN Group: ISSN Data: 0015-718X<br />1944-9720 – Name: Abstract Label: Abstract Group: Ab 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1493627 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1493627 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/flan.70008 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 776 Subjects: – SubjectFull: Spanish Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Heritage Education Type: general – SubjectFull: Native Language Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Civil Rights Type: general – SubjectFull: Secondary Education Type: general – SubjectFull: Migrant Workers Type: general – SubjectFull: Second Language Instruction Type: general Titles: – TitleFull: 'No nos pueden tratar como se les dé la Gana:' Engaging Spanish Heritage Language Learners through Human Rights Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Michele Back – PersonEntity: Name: NameFull: Amber Dickey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0015-718X – Type: issn-electronic Value: 1944-9720 Numbering: – Type: volume Value: 58 – Type: issue Value: 4 Titles: – TitleFull: Foreign Language Annals Type: main |
| ResultId | 1 |
