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Arquivo Maaravi : Revista Digital de Estudos Judaicos da UFMG
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This is an Open Access Journal

Open Access journal
ISSN (Print) 1982-3053
Published by Universidade Federal de Minas Gerais

[18 journals]

Introduction to the Special Issue: Pluriversalizing the Teaching and
Learning of Spanish
- Authors: Leonardo Veliz, Adriana Raquel Díaz, Danielle H. Heinrichs
  Pages: i - xvi
  Abstract: Introducing the Special Issue.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
Whose Pedagogical Practices' Re-Emerging as an Unlearner in the
Spanish Classroom
- Authors: Glenda Mejía
  Pages: 1 - 20
  Abstract: About this piece: This article is the result of a dialogue with my mind, my body, my ancestors, and my experiences of living in an unceded land where monolingualism exists despite the pervasive presence of other languages. Therefore, I start with the Acknowledgement of Country. I would also like to flag my purposeful use of Spanish language. I advise the reader to keep in mind that those Spanish words used interchangeably with English belong to me and to my own internal linguistic perspective. I transfer those words from my mind/heart/mouth to this contribution without thinking but as part of my repertoire. Otheguy, García, and Reid (2015) would call this translanguaging. Acknowledgement of country: English: In this course, students and educators acknowledge the Woi Wurrung and Boon Wurrung language groups of the Kulin Nations, and their traditional unceded lands on which we find ourselves today teaching this course at RMIT University. We respectfully recognise Elders both past, present, and future. My respect also extends to all Aboriginal and Torres Strait Islander peoples of Australia, as well as any Aboriginal people present in this course and any Indigenous people from others part of the world. Español: En este curso, estudiantes y educadores reconocemos a los grupos lingüísticos Woi Wurrung y Boon Wurrung de la Naciones de Kulin, en cuyas tierras tradicionales no cedidas nos encontramos hoy enseñando este curso en la Universidad de RMIT. Presentamos nuestros respectos a los Ancianos y a las Ancianas tanto a los antepasados y las antepasadas como a los y las actuales. Mi respeto también se extiende a todos las personas Aborígenes e Isleños del Estrecho de Torres de Australia, así como a cualquier Aborigen presente en este curso y a cualquier Pueblo Indígena de otras partes del mundo.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
Problematising Accents in Pluricentric Languages: The case of Teachers of
Spanish as a World Language in Australia
- Authors: Macarena Ortiz-Jiménez
  Pages: 21 - 51
  Abstract: Spanish is a pluricentric language with nearly 500 million native speakers spread across twenty-one countries. Paradoxically, and despite the cultural and linguistic diversity that such a vast geographical distribution entails, approaches to teaching Spanish as a world language (SWL) remain largely monocentric, upholding Castilian Spanish as the “standard” norm and reproducing and perpetuating asymmetrical power relations among speakers of other Spanish varieties differing from it. Such linguistic hierarchies, which originated in colonial times, have given rise to accentism, a form of discrimination that, at first, might be understood as merely based on accent, but which entails a more complex set of interwoven factors. This paper aims to problematize the absence of accents in the teaching of SWL and to critically examine the roots of such linguistic discrimination as well as the long-lasting effects of the colonial legacy on teachers. To this end, the paper draws on empirical data from a study investigating the perceptions of university-level teachers of Spanish in Australia (n=38) towards normative geographical varieties of Spanish.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
Soy porque Somos: Black Spanish Teachers Developing Hemispheric Black
Language Pedagogies
- Authors: Aris Moreno Clemons, Tasha Austin
  Pages: 52 - 77
  Abstract: This article explores the ways in which U.S.-based Spanish language teachers who are racialized as Black, develop and navigate Critical Race Pedagogies (Anya, 2020) in order to resist linguistic pushout (Austin, 2022) and confront the racializing myths that serve to erase Afrodiasporic and Indigenous (hi)stories from Spanish language curricula. Specifically, the article investigates the supports, challenges, and recommendations of eight Black Spanish educators inclusive of authors one and two. The interviews elicited from the teachers most notably illuminated a shared experience of navigating academic institutions that required a defense of Blackness in order to restore balance to the classroom and to overarchingly antiBlack educational systems. Informed by linguistic and cultural expertise within themselves, their homes and communities, participants nurtured their defense of Blackness through Black-Self Determination or moves toward a full recognition of Black humanity (Wynter, 2003) in the Spanish classroom. The authors argue that a sense of harmony and truth which predates Greco-Roman notions of democracy and prizes order and justice, what Kemetic societies referred to as Maat (Obenga, 2004), was constantly being pursued through these teachers’ efforts. Through cultivating Black historicity, cross-ethnic solidarities and Ubuntu (the essence of humanity and compassion [Makalela, 2018]), alongside a steadfast resistance to negative stereotypes of Black lifeways, the teachers experiences revealed approaches toward the development of what Clemons (2021a) calls Hemispheric Black Language Pedagogies which highlight Afrodiasporic presence and histories, to insist upon student success using pedagogical, curricular, and policy choices in the varying educational contexts.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
“The Pronouns EXIST!”: Linguistic Existence in the Borderlands as a
U.S. Non-Binary Adolescent Heritage Learner of Spanish
- Authors: Julia Donnelly Spiegelman
  Pages: 78 - 102
  Abstract: Debates about teaching inclusive Spanish are frequently simplified into a false binary, in which linguistic evolutions advocated by trans and queer communities are framed as opposite to the linguistic conservativism of Spanish-speaking communities in the United States. However, non-binary heritage learners of Spanish live, learn, and speak in Spanish, in both school and family contexts. For these individuals, gender-neutral language implicates not only recognition of their individual identity, but also access to community and belonging. Grounded in Anzaldúa’s (1987) conceptualization of the borderlands, this paper presents the qualitative case study of a non-binary, adolescent heritage learner of Spanish working to affirm their existence within the binary paradigms of boy/girl and native/non-native Spanish speaker. Thematic analysis of interview, focus group, and survey data reveals multiple contextual forces at play in the student’s understanding of who and what has the right to “exist” in Spanish. These include ideologies such as native speakerism and linguistic prescriptivism, as well as local factors such as positioning as a student/non-expert and access to affirming peer community. The study illustrates the stakes of language and representation for trans, non-binary, and heritage learners and offers implications for researchers and language educators.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
Queer Theories and Pedagogies in Spanish Language Education: Current
Status and Future Directions
- Authors: James Coda, Kelly M. Moser, Liv Halaas Detwiler
  Pages: 103 - 129
  Abstract: In the field of Teaching English to Speakers of Other Languages (TESOL), engagement with queer thinking (Nelson, 2020) has resulted in a proliferation of scholastic and pedagogical endeavors which seek, as part of their project, to destabilize the (re) production of cisheteronormativity. In world language (WL) education, however, there has been limited, yet increasing engagement with the insights of queer theories and pedagogies. As queer theories, pedagogies, and thinking have much to offer Spanish language education (Coda, 2018), we might be inclined to ask: how can we foster a Spanish language education that troubles commonly accepted knowledges and practices, especially in contexts in which LGBTQIA+ identities may be at stake' As such, we draw attention to the ways in which queer thinking has been engaged in Spanish language education with implications for how to extend these insights going forward. En el campo de la enseñanza del inglés para hablantes de otras lenguas (TESOL), la dedicación al pensamiento queer (Nelson, 2020) ha resultado en una proliferación de investigaciones académicas y pedagógicas que buscan desestabilizar la (re)producción de la heteronormatividad. Sin embargo, el campo de educación de lenguas extranjeras se ha involucrado poco, aunque cada vez más, con las perspectivas teóricas y pedagógicas queer. Dado que las teorías, las pedagogías, y el pensamiento queer tienen mucho que ofrecerle a la enseñanza del español como lengua extranjera (Coda, 2018), nos apresuraríamos a preguntar: ¿Cómo podemos fomentar una educación del español como lengua extranjera que cuestione los conocimientos y prácticas comúnmente aceptados, especialmente en contextos en los cuales las identidades LGBTQIA+ están en juego' Por lo tanto, destacamos las maneras en que el pensamiento queer se ha involucrado en la enseñanza del español como lengua extranjera y como consecuencia extender conocimientos en adelante.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
SomoS: Un Proyecto Extracurricular de Microteatro en Español para la
Transformación Educativa y Social en el Aprendizaje de Lenguas
- Authors: Ruth-Sara Sanchez Asún, Franciele Spinelli, Alicia Ximena Gazmuri Sanhueza
  Pages: 130 - 156
  Abstract: De la necesidad de desarrollar una comunidad de aprendizaje significativo que desafíe las pedagogías dominantes nace SomoS, un proyecto extracurricular de microteatro en español en una universidad australiana con la iniciativa y colaboración de siete aprendices de español, una docente y un director de teatro. Fundamentado en pedagogías críticas (Freire, 2021; García, 2019; hooks, 2010), pedagogías teatrales (Crutchfield y Schewe, 2017; Piazzoli, 2018; Schewe, 2013) y Art thinking (Acaso y Megías, 2021; Camnitzer, 2007), SomoS crea una experiencia estética de aprendizaje única donde los aprendices y docentes se empoderan durante un semestre como artistas (Piazzoli, 2018) y productores culturales (Acaso y Megías, 2021), trabajan el pensamiento divergente y la creación de significado sin jerarquías ni miedo al fracaso en un espacio seguro no convencional que visibiliza otras realidades y descentra la evaluación del proceso de aprendizaje. El análisis de reflexiones y entrevistas muestra que, gracias a SomoS, además de aprender una lengua, los aprendientes recuperan en el proceso de aprendizaje el placer, la motivación, la implicación, los diferentes repertorios lingüísticos compartidos por la comunidad, la sorpresa y la curiosidad. Asimismo, el aumento de la autoestima, el sentido de pertenencia y el desarrollo de la creatividad e imaginación a través del trabajo de la intención, las emociones, la voz, el cuerpo y el espacio, convierte a SomoS en un medio reivindicativo educativo generador de contra narrativas y un espacio detonante para un aprendizaje transformador.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
Revision de Libro/Review Essay
- Authors: Carla Tapia Parada
  Pages: 157 - 163
  Abstract: Revision de Libro/Review Essay of Decoloniality, Language and Literacy: Conversations with Teacher Educators [Decolonialidad, lengua y literacidad: Conversaciones con formadores de profesores]. Multilingual Matters, 2022.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)
In the Margins: German Language Varieties in L2 German Textbooks
- Authors: Richard Feddersen
  Pages: 164 - 192
  Abstract: This study investigates how German as a second language (L2) textbooks construct the German language through images, layout, written and spoken language. Multimodal discourse analysis (Kress & van Leeuwen, 2006) and critical discourse analysis (van Dijk, 1993) serve to uncover underlying ideologies and power relations in two L2 German textbook series: studio d and DaF kompakt neu. Findings show the hidden curriculum reflecting patterns of marginalization and German hegemony: Although textbooks advertise themselves as introductions to life in German-speaking countries, Germany is featured as the default setting, whereas other German-speaking countries are often confined to chapters with special spotlight on them. The “German language” is understood as German Standard German, the existence of other German national standards downplayed, and languages other than German erased. Such patterns of German hegemony are more pronounced in the older textbook series, but not absent in the newer. Considering the clear efforts to broaden the definition of German according to recommendations to teach German as a pluricentric language, underlying ideologies in L2 German teaching need to be examined and discussed before they can be overcome. This paper will be of interest to scholars in applied linguistics as well as textbook authors and instructors.
  PubDate: 2024-03-01
  Issue No: Vol. 11, No. 2 (2024)

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