Abstract
Language teacher identity shapes how teachers teach (Kayi-Aydar, 2019) and is vitally important to understand in the context of a Club that aims to support high school students in reclaiming their Spanish. This paper describes how three undergraduate university students of color’s raciolinguistic identities (Rosa & Flores, 2017) were impacted by reflecting on events in the Club and in their own lives while facilitating an afterschool Spanish heritage language Club at a continuation high school. Analysis of interviews with the teachers, curriculum, and observations in the Club through a postcolonial lense revealed that a focus on building comfort and pride in the contested space between English and Spanish through flexible use of English and Spanish, not knowing Spanish, practicing Spanish, pride in Spanish, raising the status of Spanish(es), and the space between two worlds strengthened and deepened the three teachers’ raciolinguistic identities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
