Spanish as a Heritage Language (SHL) is an international peer-reviewed journal dedicated to highlighting the emerging body of scholarship surrounding the field of Spanish as a Heritage Language. SHL is a forum for sharing innovative ideas, research, and practical experiences from diverse areas of research, all pertaining to the overarching theme of heritage speaker bilingualism.
SHL is copublished by the University of Florida Press and the Department of Spanish and Portuguese Studies at the University of Florida. We are currently accepting submissions for our forthcoming issues.
Current Issue
Vol. 5 No. 1 (2025): Spring 2025
Published: 2025-07-02
Introducción
1–2
AbstractEsta edición especial de la revista Spanish as a Heritage Language es una muestra de la ponencias, diálogos y reconocimiento del...
Research Articles
Foregrounding the Social Meanings Derived From Lived Experience
Perceptions of Mexican and U.S. Spanish Through the Lens of Biographical Indexicality
3–25
AbstractIn this paper, I investigate the qualitative evaluations of both Spanish-dominant Mexican and U.S.-born bilingual participants toward Mexican...
High School Spanish Heritage Language Learners’ Perceptions of their Writing Abilities
26–46
AbstractThe state of Illinois is home to the fifth largest Spanish-speaking population in the United States. The state’s board of education includes...
Bienvenido o De Regreso a Casa
Curso de Español en un programa de inmersión para hablantes de herencia
47–80
AbstractEn este artículo se habla sobre cómo el Centro de Enseñanza Para Extranjeros (CEPE) de la Universidad Nacional Autónoma de México (UNAM)...
Interdisciplinary Approaches to Reconceptualizing an SHL Program in South Texas
81–103
AbstractThe field of Spanish as a Heritage Language (SHL) has grown significantly in the past two decades. However, SHL programs continue to face...
Testimoniando the Graduate Student Perspective
Consejos y enseñanzas for implementing Culturally Responsive Teaching Practices in Spanish as a Heritage Language (SHL) Classrooms
104–223
AbstractAt the University of New Mexico (UNM), about 19.2% of undergraduate courses are taught by graduate teaching assistants...
“Me parece muy importante que este tipo de lecturas sean asignadas”
A Latino Narrative Curriculum to Foster Interlatino Understanding and Identity Awareness
124–151
AbstractThis study examines an upper-level Spanish course at a university where domestic Latino students and international Latin American students are...
Thinking Allowed
Necropolitical Language Oppression
From the Delegitimization to the Promotion of Local Spanish on the Texas Borderlands
152–167
AbstractDrawing on what Roche (2022) refers as the necropolitics of language oppression, this article explains how the ideologies of language (Faltis,...
Spanish Heritage Learners Speak Out
A Flip-Based Journey to Fluency
168–184
AbstractThis paper explores the potential of Flip, a dynamic video-based platform, in empowering Spanish heritage speakers to enhance their vocabulary...
En Acción
La multiliteracidad crítica en el aula de español como lengua de herencia
185–201
AbstractEste artículo aborda las ventajas derivadas de la implementación del modelo de la multialfabetización o multiliteracidad crítica en el...
Sociolinguistics and Heritage Language Knowledge in High School Classrooms
A Social Justice Perspective
202–221
AbstractUnderstanding the sociolinguistic dimensions of heritage and minority languages has been shown to have positive effects on students’...