'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 |
|---|---|
| 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 |
| 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. |
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| ISSN: | 0015-718X 1944-9720 |
| DOI: | 10.1111/flan.70008 |
