E-grāmata: Learning and Not Learning in the Heritage Language Classroom: Engaging Mexican-Origin Students

This book deftly demonstrates why teachers of heritage speakers must be culturally and linguistically sensitive, utilize students strengths and community knowledge, and engage critically via relevant materials. Readers come away understanding how doing otherwise can lead to exacerbation of societal power imbalances and student non-participation. Important cautionaries for teacher professional development abound. * Kim Potowski, University of Illinois at Chicago, USA * In this compelling ethnographic portrait of the challenges of heritage language study, Helmer exposes the intricate interplay of identity, community and institutionality through the critical conceptual lens of resistance. Her artfully woven narrative not only sheds intimate light on the social and political situation of the nations burgeoning young Latinx population but on the possibilities for educational reform in general. * Andrew Lynch, University of Miami, USA * This ethnography offers a detailed picture of a high school context in which the varied and complex content and language-learning challenges encountered by Mexican-origin, heritage learners are richly described. It is well written, detailed, and reflects the caring perspective of its author. I recommend it highly. * Guadalupe Valdés, Stanford University, USA * The author is a powerful storyteller, who will attract lay and specialized readers with her colorful anecdotes. She weaves personal and academic accounts vividly, and provides laughter, suspense, and climatic moments along the chapters. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 31.3586 * Through its well-balanced pattern of narrative, theory, broader contextualization, and analysis, the unique characteristics of this ethnography become generalizable to the circumstances of early and experienced HL teachers, teacher preparation professionals, and administrators [ ...] In sum, this is an important, well-written study which stakeholders at many levels may use to more fully understand heritage language learning and teaching. -- Sarah Kersten Albrecht, University of Arizona, USA * Hispania 104, March 2021 *