Working with diversity in the spanish heritage language classroom: A critical perspective

Abstract

This article reflects on the notion of diversity and its implications for the Spanish Heritage Language (SHL) classroom. In doing so, I follow proposals on SHL edu-cation, multilingualism, multiculturalism and sociolinguistics that call for a critical, dynamic and historical perspective on diversity. I elaborate on the relevance of such approch for the SHL classroom, and the new pedagogical possibilities it brings to our work. The final goal is to provide teachers with conceptual tools to generate inclusive learning environments where we all —heritage and foreign language learners, along with teachers— engage in critical discussions about our place in today’s diversity, and how we are all contributing to the future of the Spanish language in our communities.