Chapter 7. Civics, ideology, and Spanish in Kansas

Abstract

Research on Spanish as a Heritage Language (HL) describes how integrative ideologies emphasizing cultural/linguistic identity motivate HL students more than instrumental ideologies of Spanish as a professional resource. Less explored are civic ideologies of serving communities through bilingualism. Studies of service-learning in language classes highlight the importance of civics, but do not analyze civic motivations as part of service-learning’s efficacy. To further ground pedagogical theory in community norms, I explore ideologies/motivations among heritage Spanish speakers outside of HL programs. The analysis suggests participants variably associate civic, instrumental, and integrative ideologies with their language capabilities, simultaneously positioning themselves as variably integrated within the community. These associations ask us to rethink common conceptions of motivation.