Perceptions of Teachers and Spanish-English Speaking Adolescents on Bilingualism and Heritage Language Maintenance

Abstract

This qualitative phenomenological study explores teachers’ and bilingual adolescents’ views about heritage language (HL) maintenance and bilingualism. Interviews with twelve teachers and twelve students revealed limited value for bilingualism. English dominance overshadowed the importance of bilingualism and HL maintenance. Findings reveal the lack of institutional support for HL and possibilities of cultural and linguistic decimation in Florida, where teacher certification requirements include the ESOL Endorsement. Recommendations for teachers, administrators, and teacher educators are provided.

Keywords:

• teacher perceptions
• student perceptions
• heritage language
• English learners
• bilingualism

Key Policy Insights

1. Most students and teachers acknowledged the value of the HL, especially with family communication, travel, job opportunities, and helping others; however, they did not recognize the value of bilingualism in academics despite decades of research support.

2. Both students and teachers expressed the importance of nurturing and supporting Spanish-language skills at home, rather than in school.

3. Bilingual students recognized their English language dominance, often resulting in more limited Spanish; teachers focused on English as the important language in the classroom, thus contributing to English dominance through classroom practices.