Beyond Personal Transformation as a Spanish as a Heritage Language Educator A Call to Action for Inclusive and Comprehensive Teacher Training

Abstract

This paper critically examines the evolving role of educators in Spanish as a heritage language (SHL) education, moving beyond personal pedagogical transformations to advocate for systemic changes in SHL teacher training that is comprehensive and inclusive. It challenges the traditional queries about “who” is best suited to teach SHL, shifting the focus instead to “how” educators from various linguistic and cultural backgrounds can be effectively supported in their training. This narrative highlights the broader need for comprehensive SHL teacher training that considers diverse educator profiles and linguistic backgrounds and emphasizes the integration of culturally and linguistically inclusive methodologies. By emphasizing the value of reflective practices that allow teachers to leverage their unique identities, the paper proposes enhancing SHL teacher training that acknowledges the diverse backgrounds of both students and educators. The aim is to foster educational environments that enhance linguistic diversity, boost student confidence, and promote equity, thereby ensuring that all heritage learners receive the support they deserve to succeed. This call to action seeks to inspire a shift towards more empathetic and culturally responsive practices in SHL teacher education, providing a roadmap for future initiatives to support all educators in the field.