Rediscovering Heritage: Learning Spanish as Heritage Learner

For this year’s Latinx Heritage Month (September 15 - October 15) also known as Hispanic Heritage, Na’atik took a moment to reflect on what it means to be a Heritage Language Learner.

The concept of ‘Latinidad’ is unique for many Mexicans; in Mexico, the focus is on national identity and pride. In the United States, Latinx identity was born of a struggle for recognition, affirmation, and validation amongst Spanish-speaking people. For many, that means pride in being able to speak and understand the language of their parents and grandparents.

For a number of often institutional-level reasons, Latinx people have not had an easy path in retaining their family’s home language. 

“One of the things I have noticed with my students is that for most of them, Spanish was mostly spoken in the family environment by their parents and older relatives; however, outside of this environment, the use of Spanish was limited to their homes and other little social situations,” Cesar says. “In other cases, the interaction in Spanish was strictly controlled and in some, it was even forbidden as if parents didn’t want them to speak or use the language at all.”

In many parts of the United States, speaking Spanish as a native speaker was not just taboo but subject to punitive or legal action. For example, California’s Proposition 227, passed in 1998, all but eradicated bilingual education in the state, forcing Spanish-speaking children to engage in English-only education. An obvious move against multiculturalism, most of the proposition was overturned only as recently as 2014 by Senate Bill 1174 (Gandara & Contreras, 2009). For this reason, parents and other elders were often in a position of protecting young ones by limiting their Spanish acquisition.

Although being bilingual has amazing neurological benefits, straddling two languages has its challenges. “Sometimes I found myself lost, not really understanding certain phrases or references in both English and Spanish,” says Jonathan Ruiz, a Puerto Rican Na’atik student. “I also feel like there is some stigma in Latin culture. If you are Latino/Latinx and don't speak Spanish, you are viewed as ‘not a real Latino’.”

Without delving too deeply into lofty philosophical questions such as, “What is culture?” not knowing Spanish should not invalidate one’s personal relationship to their culture. Regardless, many adults come to the realization that they want to begin the journey of reconnecting with their mother tongue but are unsure about how to start?

Heritage Learners of Spanish are those who have a cultural and personal connection to the language, irrespective of proficiency level. For Heritage Language Learners, Spanish is not a foreign language--its sounds and cadence are the sounds of home, neighborhoods, friends, and friends’ families. They often know how to say certain phrases in the right context and connect with our communities in this way. But, they might not be able to spout off the right conjugation of “hablar” in pretérito de subjuntivo.

“I've taken classes in high school and college,” says Jonathan. “Funny enough it was kind of tough to figure out where to place me in my language classes. I would get A's and B's on intro/intermediate level classes. I ended up taking a Spanish for Spanish Speakers class in high school. My guidance counselor felt I could handle it. I'm embarrassed to say I got a "D."

For many who have lived their lives feeling like they were “not Latinx enough” because of Spanish proficiency, the process of learning the language can be the opposite of affirming in these contexts.

This is where the individualized attention that Na’atik Spanish teachers provide comes in. Though our teachers follow a curriculum (we utilize the Common European Framework of Reference for Languages), the heart of our pedagogy is applicability, intercultural understanding, and meeting our students where they are at. 

“The classes have been one-on-one, so I can really focus on the gaps in my language learning. I get to focus on what I need to improve instead of a more rigid course curriculum,” Jonathan says.

In this way, teaching Heritage Learners is approached the same as non-Heritage Learners, while still yielding highly individualized learning experiences.

“Most of my regular students are interested in learning a second language that will help for traveling, improving their social life or for better work opportunities,” Cesar says. “Heritage students are not different in these aspects, but they also are looking for a better connection with their families outside the US, to learn more about their heritage and to help their communities as well as people migrating to the US.”

This rings true for Jonathan, who started taking classes at Na’atik because as a mental health therapist, he wanted to be able to connect better with his clients.

“I sometimes work with Spanish-speaking clients who would have very few options if they weren't seen by me. Taking these classes gives me the chance to help more than just the English-speaking clients,” he says.

In addition, because Latin American countries are so different from one another (Mexico is culturally diverse across its geography), the cross-cultural learning opportunities are not lost. For Abinadab Rosado, who is Jonathan’s teacher, they sometimes arise with more frequency.

“The main thing I can see in Jonathan is that he appreciates that even though I'm teaching him Spanish in Mexico, he also has a culture that he comes from,” Abinadab says. “He already taught me guineo [the Puerto Rican Spanish word for “banana''). So, I use it too. I think it’s really nice. I’m learning Spanish from him, and I have something to share.”

In any learning situation, there is a level of almost productive discomfort, what we call a zone of proximal development. The challenges don’t go away with the simple awareness of one’s heritage. But, the genuine appreciation and shared learning experience evens the playing field and does a lot to equalize the traditional teacher/student power dynamic; our teachers are both educators and learners

What Cesar also notices in his Heritage Learner students, as they progress in their classes and language acquisition, is an increased level of confidence.

“As they improve their language skills they no longer see themselves as strangers in their own communities. Their interactions become more meaningful and their curiosity for learning more about their common past history grows,” he says. “They feel more confident and they encourage others to learn more about their heritage.”

Forging a new path can be daunting, particularly with deeply personal language histories. But Jonathan encourages bravery nonetheless.

“There is nothing to really lose. You can make a few mistakes and it's okay. No one dies,” he laughs. “The one-on-one classes have been nice since they provide a non-judgmental environment to learn.”

If you would like to read more about Mexican culture, history, cuisine and language, check out our blog page for our latest monthly articles. You can also sign up to our newsletter to receive these straight to your inbox along with the latest news about our non-profit school for local and Indigenous students in Felipe Carrillo Puerto. 

The best way to experience the Mexican lifestyle is in person, with a Na’atik Immersion experience. Not only do you live with a local Mexican-Maya family, sharing home-cooked meals and free time, but also receive expert instruction in your chosen language at our school. Best of all, every immersion experience helps fund our subsidized and free local education program, helping local students to access opportunities and make their own futures.