The Linguistic Similarities of Spanish Heritage and Second Language Learners
The Linguistic Similarities of Spanish Heritage and Second Language Learners
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西班牙传统和第二语言学习者的语言相似性
DOI：
10.1111/j.1944-9720.2008.tb03292.x
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Andrew Lynch
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文献类型：
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作者：
Andrew Lynch
摘要：本文从西班牙语低水平传承语学习者与第二语言学习者的语言相似性入手，分析了传承语学习者的现状。分析强调了西班牙传统语言和中级和高级第二语言学习者口头话语中的语法和词汇特征，建立了两组之间的共同语言基础。鉴于这些相似之处，本文强调当前需要设计课程以适应低水平的传统学习者，整合第二语言习得理论和教育学的原则和方面。关键词：语法，传统语言教学法，口语能力，西班牙传统语言语言：西班牙语介绍自从大约30年前开始，美国的传统语言教学领域通常被置于一种差异政治之中。学者们强调了传统语言学习者和第二语言学习者之间的重要区别，为一系列研究和倡导奠定了基础，这些研究和倡导正确地强调了为这两种主要类型的学生建立单独教室的必要性西班牙语为母语者（SNS）课程的发音和实施已被证明是相当富有成效的。这样的课程现在在全国各地的许多中学和高等教育机构中都有，并且取得了很大的进步，以达到典型的第二代双语者，他们自我认定为西班牙语的母语者（参见Villa & Villa， 1998），他们的基本学术需求是发展正式的注册识字技能。然而，与此同时，这项工作在某种程度上抑制了我们对传统语言能力特征的精确语言过程的理解——以及为它们提供信息的理论和教学模型——暗示了传统语言学习者和第二语言学习者之间的二分关系。这种二分法使许多不了解语言习得和双语的研究和理论的从业者心中对母语人士的定义不明确。更重要的是，它使越来越多的第三代和第四代传统学习者处于相当危险的境地，他们往往缺乏大多数第二代学习者的流利程度虽然前者在社会和心理方面被正确地认为是传承学习者，但在语言方面，他们可能与传统的L2学习者有更多的共同点，而不是第二代西班牙语使用者。事实上，传统语言学习者和第二语言学习者之间的语言相似性在很大程度上没有得到解决，因此，蓬勃发展的第二语言习得（SLA）研究领域与传统语言的学习和教学之间必然存在的重要联系尚未实现。Lynch （2003a）指出，传统语言“使用者通常具有归因于二语习得和语言接触情境的语言过程和社会因素的特征”（第31页）。Lynch （2003b）呼吁，在研究范式和教学实践的发展中，传统语言习得领域应以二语习得的基本理论和方法为基础。与Lynch （2003a, 2003b）类似，Valdes（2005）随后呼吁“通过考察二语习得与目前被称为传统语言教学的语言教学领域之间可能的相互作用，对二语习得领域进行重新概念化和扩展”（第410页）。然而，迄今为止，缺乏实证研究明确比较西班牙传统语言学习者和第二语言学习者的特定语言特征，并遵循统一的方法。本文试图从描述性社会语言学的角度对这一领域做出原创性的贡献。我的目的是证明，在双语连续体的较低范围内（Silva-Corvalan, 1994），一些传统语言学习者的口头话语在几个方面与中级和高级二语学习者相似。…
Abstract: This article addresses the situation of lower-proficiency heritage language learners of Spanish in terms of their linguistic similarities to second language learners. The analysis highlights grammatical and lexical features in the oral discourse of Spanish heritage and second language learners at intermediate and advanced levels of study, establishing common linguistic ground between the two groups. Given the similarities, the article emphasizes the current need for courses designed to accommodate lower-proficiency heritage learners, integrating principles and aspects of second language acquisition theory and pedagogy. Key words: grammar, heritage language pedagogy, oral proficiency, Spanish heritage language Language: Spanish Introduction Since its inception some three decades ago, the field of heritage language teaching in the United States has generally been pitched within a politics of difference. Scholars have emphasized important differences between heritage language learners and second language (L2) learners, laying the groundwork for a line of research and advocacy that has rightly emphasized the need for separate classrooms for these two principal types of students.1 Articulation and implementation of Spanish for native speakers (SNS) courses have proven quite fruitful. Such courses are now in place at many secondary and postsecondary institutions around the country, and make great strides to reach the typical second-generation bilingual who selfidentifies as a native speaker of Spanish (cf. Villa & Villa, 1998) and whose fundamental academic need is the development of formal register literacy skills. At the same time, however, this work has in some ways stifled our understanding of the precise linguistic processes that characterize heritage language abilities-and the theoretical and pedagogical models that inform them-by implicitly suggesting a dichotomous relationship between heritage language learners and L2 learners. This dichotomy has served to perpetuate the ill-defined concept of the native speaker in the minds of many practitioners who are not privy to research and theory in language acquisition and bilingualism. More importantly, it has placed in a rather precarious position the ever-growing number of third- and fourthgeneration heritage learners who often lack the fluency of most second-generation speakers.2 Although the former are rightly considered heritage learners in social and psychological terms, they may have more in common with traditional L2 learners than with second-generation Spanish speakers in linguistic terms. Indeed, the linguistic similarities between heritage language learners and L2 learners have gone largely unaddressed and, as a result, the vital connections that must exist between the flourishing field of second language acquisition (SLA) research and the learning and teaching of heritage languages have not yet materialized. Lynch (2003a) points out that heritage language "speakers are generally characterized by linguistic processes and social factors attributed both to SLA and to situations of language contact" (p. 31), and Lynch (2003b) calls for the growing field of heritage language acquisition to build upon basic theories and methodologies of SLA in the development of research paradigms and pedagogical practices. Similar to Lynch (2003a, 2003b), Valdes (2005) subsequently calls for a "reconceptualization and expansion of the field of SLA by examining possible interactions between SLA and the area of language instruction currently referred to as the teaching of heritage languages" (p. 410). However, there is a dearth of empirical research to date that explicitly compares specific linguistic features of Spanish heritage language learners with those of L2 learners following a uniform methodology. This article seeks to make an original contribution in this area, from a descriptive sociolinguistic perspective. My aim is to demonstrate that the oral discourse of some heritage language learners, at lower ranges of the bilingual continuum (Silva-Corvalan, 1994), is similar to that of intermediate and advanced L2 learners in several respects. …