Reclaiming Spanish, Reclaiming Self
August 21, 2025 - 08:56 AM
LANGUAGE, LOVE, AND LIBERATION: TESTIMONIOS AND PLÁTICAS OF COMMUNITY COLLEGE SPANISH HERITAGE SPEAKERS
Dr. Lízbet Sánchez
Spanish language faculty member, Dr. Sánchez, publishes a dissertation on the importance of the Spanish courses for Spanish
speakers. At Mt SAC, we offer SPAN1S and SPAN2S for heritage speakers. She is also presenting her study at the American Council on the Teaching of Foreign
Languages Conference.
This qualitative study examined the transformative role of Spanish for Heritage Speakers (SHS) courses in affirming
the linguistic and cultural identities of U.S. Latiné community college students. Grounded in Chicana/Latina feminist epistemology and the transformative paradigm,
the study centered the testimonios of 12 bilingual and bicultural heritage speakers enrolled in SHS courses at a Southern
California community college. Using three methods—critical journal reflections, one-on-one pláticas, and a focus group dialogue—the research explored how students navigated bilingual
realities, reclaimed heritage language, and developed hybrid identities.
Drawing from Anzaldúa’s Path of Conocimiento, participants’ narratives revealed a progression through reflection, healing, and
empowerment. Thematic analysis was structured around three overarching themes: language,
love, and liberation. These themes reflected experiences of navigating cultures, overcoming
linguistic insecurities, fostering belonging, and resisting linguistic and cultural
binaries. SHS courses emerged as spaces of cultural affirmation and linguistic healing.
This study contributed to heritage language education, critical pedagogy, and Chicané/Latiné
studies by showing how SHS classrooms support identity formation and social transformation. Implications for practice include integrating culturally relevant pedagogy, translanguaging,
and community cultural wealth. Policy recommendations call for removing the Spanish
2 prerequisite at California community colleges to increase access to SHS courses
and adopt placement protocols affirming home language varieties. This study reframes SHS courses as a site of healing and resistance.
