Spanish Heritage Research Articles

Community Engagement Pedagogy: A Tool to Empower Heritage Language and Second Language Integration

Community Engagement Pedagogy:A Tool to Empower Heritage Language and Second Language Integration Vanessa Marie Fernández and Lucía Osa-Melero Keywords community-engaged learning/aprendizaje en la comunidad, heritage learners/estudiantes de herencia, intercultural interaction/interacciones interculturales, L2 classroom/salón de clase de segunda lengua, mixed learners/estudiantes mixtos, peer interaction/interacciones entre compañeros Response 2 to "Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom" The article "Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom" confirms that, despite the challenges to the instructor, combining university heritage language (HL) and second language (L2) learners in the same classroom offers excellent pedagogical opportunities for both groups. In order to increase the outcomes, the article suggests that the instructor create a collaborative environment by employing a pedagogy based on group/pair activities, which allows L2 and HL students to learn from each other. However, the article cautions that HL learners "should not be relegated to tutoring roles or informants on culture or language," which decreases HL learning opportunities and intimates an uneven hierarchy between students. Thus, ideal learning conditions are contingent upon the organization and structure of group work (Postholm 2008). Fushino (2010) explains that student learning in a group environment is rather unpredictable unless structured guidance is in place. Therefore, Chiriac and Granström (2012) point to the importance of educational leadership and classroom management in designing group work activities. Moreover, Johnson and Johnson (1999) underscore that "placing socially unskilled students in a group and telling them to cooperate does not guarantee that they are able to do so effectively" (82). This rejoinder proposes that community engaged (CE) learning projects are an option that enables students to work cooperatively towards accomplishing a relevant goal. Community engagement encourages individual accountability and positive interdependence in a group setting. Moreover, CE projects also provide homogeneous L2 classrooms with some of the heterogeneity available in mixed classrooms. Heritage learner populations are increasing in most US universities, but this trend does not account for all institutions. Instructors in L2-dominant classrooms need to be resourceful if they want their students to obtain the benefits of the mixed classroom setting. CE learning projects that foster interaction between L2 learners and native speakers provide a viable option that promotes similar linguistic, cultural, and affective gains to those described in mixed classes. This pedagogy "places the student in an active role … promoting the use of the target language in a real-life context" (Caldwell 2007: 465). A project conducted in Pittsburgh by Osa-Melero and [End Page 53] Fernández forged a relationship between primarily upper-middle-class, Caucasian, university students and Mexican and Central American children, ages 5–8, who recently migrated to the city. This CE project enhanced L2 cultural sensitivity, linguistic proficiency, and literary knowledge while assisting newly arrived young Hispanic immigrants to integrate into their new community. Second language learners enrolled in upper-level Spanish language and literature courses worked cooperatively to develop a three-week program on Mexican history and culture for children enrolled in the Casa San José after-school program. They adapted authentic literary pieces in Spanish, such as Mexican Rodolfo Usigli's play Corona de sombra (1943), into dramatic scripts for the children to perform. Writing the scripts helped L2 learners develop their language skills with a purpose that transcended earning a grade. In addition, these culturally rich texts proved meaningful to the children and their families. Benefits for the children included: 1) exposure to L1 and their native culture in an academic setting and 2) personal growth through mentoring relationships with college students. Likewise, L2 learners reported gains in 1) oral, writing, and summarizing skills, and a nuanced appreciation of Hispanic culture; and 2) personal growth, as students reported working with Hispanic communities as one of their future career goals. Transforming group work practices through cooperative strategies following Johnson and Johnson's (1999) guidelines is a first step in eliminating hierarchies in the classroom and the community. Therefore, cooperative CE projects diminish the risk of uneven work dynamics and implicit hierarchies between students and the community. Vanessa Marie Fernández San José State University Lucía Osa...

Insights from Heritage Language Students for Online Spanish Classes

Spanish heritage language learners (SHLL) on the United States-Mexico border in Texas often select online classes for convenience. This qualitative investigation presents preliminary information on how these SHLLs view twenty online Spanish courses based on 391 course evaluations. The literature indicates a need to consider heritage languages learners (HLL) distinct from other language learners, yet no study exists on how these learners, as indicated through student course evaluations, perceive their needs. The study seeks to answer a two-part research question with the purpose of presenting strategies that SHLLs believe contribute to language learning online. The first part of the research question considers aspects of online language courses viewed positively or negatively; the second part considers these students' awareness of the five goal areas within the World Readiness Standards (WRS), used because Spanish programs at the time of data collection implemented the WRS to guide instruction. Results indicate four major observations, which can serve to guide instructors in preparing and implementing online Spanish language classes. Additionally, results suggest these SHLLs were not directly aware of the WRS in their online courses; however, their written suggestions indicate a desire for one or more of those capabilities. Future work comparing these SHLL preliminary results with non-HLLs is warranted.

Technology in the Spanish Heritage Language Classroom: Can Computer-Assisted Language Learning Help?

Whereas myriad studies have been published in the field of Computer-Assisted Language Learning (CALL) in the past thirty years, research on the use and implementation of technology in the teaching and learning of Spanish as a heritage language (SHL) is very scarce. This study is aimed for those SHL instructors and researchers who are interested in incorporating technology and want to make an informed approach to the subject. Our goal is to provide the reader with the necessary background information in order to build a stronger SHL curriculum and point to some common tools that could be useful in that endeavor. Under the assumption that the SHL learner has a specific set of linguistic needs determined mainly by their socio-cultural upbringing, we contend that the teaching and learning of SHL in the United States should benefit from the advances made using technological tools in the L2 field. Furthermore, we argue that technology offers teachers and school administrators the opportunity to successfully cater to different students' needs in the SHL classroom. In addition, we discuss a variety of delivery methods and ideas that could be put into practice and offer further reading suggestions for instructors to examine in order to make an informed implementation of the technological tools available.

“A King, not foreign”: The Creation of a Spanish Heritage for the Bourbon Kings

“A King, not foreign”: The Creation of a Spanish Heritage for the Bourbon Kings

Learning for All: Addressing Issues of Access and Participation in Mixed Classes

Learning for All:Addressing Issues of Access and Participation in Mixed Classes María M. Carreira Keywords disciplinary literacy/alfabetisimo disciplinario, heritage language learners/estudiantes del idioma patrimonio, mixed classes/clases mixtas, reciprocal learning/aprendizaje recíproco Response 1 to "Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom" Mixed classes are the most common instructional context in which heritage language (HL) learners study Spanish. From a teaching standpoint, they are also the most challenging due to the considerable differences that exist between HL and second language (L2) learners and the scarcity of pedagogical tools for addressing these differences. Many L2 textbooks include HL annotations, but this is not enough. Specialized textbooks and methodologies are needed. The suggestions offered by Burgo speak to two general strategies that should guide instruction and the design of pedagogical materials: 1) leveraging the complementary strengths of HL and L2 learners for reciprocal learning; and 2) addressing differences between learners that undercut teaching and learning (Carreira 2016). In terms of complementary strengths, HL learners have strong aural skills and implicit knowledge of grammar, as well as familiarity with informal registers. Second language learners have strong writing skills and explicit knowledge of grammar, and they are most familiar with formal registers. In mixed classes, this situation can translate into two very different scenarios: it can create valuable reciprocal learning opportunities or it can get in the way of teaching and learning. The difference between these two scenarios comes down to how instructors deal with the special needs and knowledge gaps of their students. By way of illustration, it is useful to compare the conversational performance and disciplinary literacy of HL and L2 learners. Relative to HL learners, L2 learners have special needs in the area of conversational performance, particularly with spontaneous, informal language. Disciplinary literacy refers to the knowledge base, background experiences, and skills associated with a given discipline (Moje 2008). With foreign languages, this includes knowledge of grammatical terminology and concepts, as well as familiarity with classroom routines and common pedagogical interventions. Heritage language learners have less disciplinary literacy than L2 learners because they usually enter the language learning sequence somewhere beyond the first semester of study, by which time L2 learners have developed this type of knowledge (Carreira 2016). Crucially, gaps in disciplinary literacy put HL learners at a disadvantage compared to L2 learners. To this point, Torres's (2013) study of a task-based pedagogical intervention found that L2 learners were better than HL learners at recognizing the intended purpose of the task, which in the case of this particular study was learning the subjunctive. Treating this task as an authentic situation, HL learners were not focused on its purpose. [End Page 51] As Burgo explains, limitations such as these can create feelings of insecurity in both types of learners and interfere with the establishment of meaningful class relationships. They can also undermine learning by preventing L2 learners from engaging in communicative activities and rendering grammar instruction inaccessible to HL learners. Countering these outcomes involves equipping each learner with the knowledge and skills they need to fully participate in and derive benefit from instruction. For L2 learners, it entails previewing and practicing the language concepts that will be required to participate in communicative activities with HL learners. For HL learners, it involves preparing them to follow grammar explanations in order to benefit from form-focused activities. These kinds of interventions are best addressed in homogeneous (HL-only and L2-only) groups and should be conceived of as creating the conditions for reciprocal learning and addressing issues that undercut learning for each type of learner. As a final point, staying focused on the big ideas behind instruction is always important, but it is all the more so in mixed classes, where the day-to-day challenges can loom large. Big ideas answer essential questions such as: Why exactly are we teaching this? What do we want our students to understand and be able to do five years from now? (Tomlinson and McTighe 2006: 32). Orienting instruction around the big ideas extends the horizon of learning beyond any instructional unit or course and directs the gaze to promoting long-term learning...

Understanding the Spelling Errors of Spanish Heritage Language Learners

This theoretical position article presents the current state of the research on college-aged Spanish heritage language learners' (HL) spelling as well as the limitations of a descriptive approach to spelling research. The article also highlights the need to analyze and understand HLs' errors based on the underlying cognitive-linguistic processes behind the assignation of graphemes to phonemes. In this article, I analyze Spanish misspellings in college-age HLs within a cognitive-linguistic framework. Spelling is not merely a system of phoneme-grapheme correspondences prescriptively established, but it also requires acquiring and developing awareness of the language's phonological and morphological codes. This article reviews those two cognitive domains and examines different types of spelling errors made by HLs under this perspective, by showing the role of each of these cognitive skills in the erroneous assignment of graphemes to phonemes. Furthermore, the article suggests lines of experimental research targeting these cognitive-linguistic domains.

The Prospects for Portuguese for Spanish Speakers: Potentializing Multicompetence

The Prospects for Portuguese for Spanish Speakers:Potentializing Multicompetence Juliana Luna Freire Keywords multicompetence/multicompetência, Portuguese/português, Portuguese for Spanish speakers/português para falantes de espanhol, third language acquisition/aquisição de uma terceira língua, trilingualism/trilinguismo Response 2 to "The Impact of Portuguese on the Study of Third Language Acquisition" How much have we progressed in the area of Portuguese for Spanish speakers (PSS) in the United States? The essay provides a thorough examination of previous research, raising issues of linguistic multicompetence also relevant to the field of third language acquisition (TLA). It dialogues with other research being done in Europe and elsewhere (see Aronin and Hufeisen 2009: 4; Cenoz, Hufeisen, and Jessner 2001: 2–3; De Angelis 2007: 10; Lindqvist and Bardel 2010: 87; Ó Laoire 2005: 82, and the role of language transfer in the learning process. PSS in the United States exists since the 1970s, gaining increased attention in the United States in the last decade with the support of associations such as AATSP and ACTFL, and conferences specifically tailored to the field (Carvalho 2013: 1). The author of the article proposes this particular context in the United States as a unique research setting where we encounter Spanish bilinguals, Spanish heritage learners, and English-speakers who learned Spanish as an L2. Rather than focusing on language teaching, the article successfully summarizes main acquisition theories, such as the role of interlanguage transfer, typology, recency, and proficiency of the L1 and L2 as factors that impact L3 learning, and consequently useful to PSS. Also relevant is the order and age of acquisition of the second and third language, as well as the role of metalinguistic awareness to their L3 learning process. As we know, transfer is a prominent question guiding current research in both TLA and PSS, and a better understanding of the process will allow us to design programs that capitalize on the strengths and address weaknesses of learning a similar language appropriately (Åkerberg 2002: 1–2). I am glad to see a growing concern with this developing field, thus creating this discussion on how to implement a curriculum tailored appropriately to this subgroup of students. Our main concern when discussing the teaching of similar languages should be on the attention given to form in a contextualized manner, in order to address negative and positive transfer (which is not completely addressed in TLA or SLAT in general) (Carvalho, Luna Freire, and Silva 2010: 73). We need to understand these processes in order to better prepare courses, focusing on language that is relevant to their linguistic background and helping students overcome interlanguage faster. This is particularly visible when the author discusses the need for collaboration for a large-scale longitudinal research, and for more dialogue about the impact of pedagogical practices and L3 acquisition. Ultimately, the repercussions of this research will create a better understanding of the learners' acquisition processes, and improved pedagogical practices, including for the learning of other [End Page 65] Romance languages. The need to study subsequent language development is evident, and how these theories impacts high intermediate and advanced students (Cabrelli Amaro, Flynn, and Rothman 2012: 5) because, as mentioned by the author, most of the research currently available is being done at the beginner levels. Other concerns, perhaps not mentioned but of equal importance is the maintenance of such an enrolment growth that we have recently experienced in the United States, thinking of program development as we worry about the shrinking numbers in the humanities in general. Would other possibilities exist to collaborate with different departments to become more visible and stronger, and thus continue to boost our presence in academic institutions? Also, how do we capitalize on these Spanish-speaking students and motivate them to add a third language to their linguistic repertoire? Juliana Luna Freire Framingham State University WORKS CITED Åkerberg, Marianne. (2002). Aprendizagem de uma língua próxima: Português para falantes de Espanhol. Stockholm: Stockholms Universitet. Print. Google Scholar Aronin, Larissa, and Britta Hufeisen, eds. (2009). The Exploration of Multilingualism. Amsterdam: Benjamins. Print. Google Scholar Cabrelli Amaro, Jennifer. (2017). "The Impact of Portuguese on the Study of Third Language Acquisition." Hispania 100.5: 55–62...

Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom

Despite the increase of Spanish heritage language (HL) courses in response to the linguistic needs of HL learners, these courses often combine this student population with advanced second language (L2) learners. This common scenario presents a challenge to many instructors who lack the training to negotiate intercultural and linguistic issues in the classroom so that all students can benefit. This essay presents key intercultural concerns (e.g., embarrassment and intimidation) and suggests strategies for instructors. Twenty-first-century students will work in collaborative contexts, so they must learn how to benefit from their classmates' strengths and work on their weaknesses through peer interaction and teamwork.

Subjunctive Use in the Speech of New York City Spanish Heritage Language Bilinguals

Through quantitative investigation, the present study considers the use of subjunctive verb forms in the speech of Spanish heritage language speakers in New York City. The data are from recorded conversations with 26 participants of Puerto Rican, Dominican, Mexican, Ecuadorian, Colombian and Cuban national origins. The purpose of this sociolinguistic study is to gain a comprehensive understanding of the mood grammar of NYC Spanish-English bilinguals in oral production. Results from statistical analyses show significant language-internal differences (e.g., context and rank order), but are null for all external variables, including national and regional grouping, suggesting a homogenous cohort with respect to mood selection. This study also explores inter- and intra-group variation, as well as a bilingual spectrum in which two individual participants demonstrate variable degrees of control with respect to grammatical mood.

Metalinguistic Intuitions and Dominant Language Transfer in Heritage Spanish Syllabification

While heritage speakers of Spanish have been shown to differ from monolingual speakers along many morphosyntactic lines, comparatively few studies in heritage linguistics have focused on phonology. To test whether the knowledge of English phonotactics would influence SpanishEnglish heritage speaker syllabification patterns in Spanish, 29 heritage and 29 monolingual speakers of Spanish completed a paper-and-pencil syllabification task in which they divided 80 Spanish words into syllables. Stimuli were controlled for comparisons between Spanish and English phonotactic constraints. Specific attention was placed on the syllabification of vocalic sequences as diphthongs or hiatus. Based on the distribution of diphthongs in English, and the findings of cognate effects in a similar study by Zárate-Sández (2011), heritage speakers were predicted to break diphthongs into hiatus more often in cognates than noncognates, more often when the English translation of a cognate presented hiatus, more in rising diphthongs than in falling diphthongs, and more often when a rising diphthong contained a palatal rather than velar glide. These effects were all present in heritage speaker results. No significant effects were found for monolingual controls. These findings offer new data to the understudied field of heritage phonology and to the ongoing discussion of dominant language transfer effects.

Air‑raid shelters: civil war heritage in Valencia city

Memorial sites are an interesting part of the wide range of Spanish Civil War heritage. The city of Valencia preserves a large number of vestiges of that time, among them, more than three hundred air‑raid shelters. In this article we consider these bomb shelters, taking into account the new circumstances relating to this heritage, starting in 2017, when new legislative and management scenarios were set in motion. The approval of the Valencian Autonomous Community Law for Democratic Memory and Coexistence, a recent modification of the Valencian Cultural Heritage Act which expressly highlights civil war heritage, as well as unprecedented activity by the Valencia City Council regarding its preservation and restoration, offers us a framework for reflection which allows us to objectively assess the patrimonial value of air‑raid shelters, as well as the difficulties involved in their management.

Critical Language Awareness (CLA) for Spanish Heritage Language Programs: Implementing a Complete Curriculum

ABSTRACTExperts in the field have advocated for critical approaches to Spanish heritage language (HL) curricula in which learners’ proficiency in the language varieties that they bring from their homes and communities is considered an asset and culturally valuable knowledge. The proposal described here focuses on the adoption of a programmatic perspective, one that promotes, over a longer period of time, the implementation of pedagogical practices that foster academic success and linguistic empowerment among heritage speakers in the classroom. This article presents a critically oriented six-course Spanish HL program that challenges the subordination of HL students’ linguistic practices and examines the practical implementation of CLA (Critical Language Awareness) pedagogies. Further, this article details results from a study on HL learners’ language attitudes as a first attempt to assess their sociolinguistic awareness. We hope that a detailed consideration of the design, implementation, and preliminary evaluation of this innovative program can provide a model for other educators who seek to put critical pedagogies into practice.

Comparing advanced L2 and heritage language learners’ Spanish grammars

AbstractIt is very well known that we should take a sociolinguistic teaching approach for Spanish heritage language (HL) learners' instruction.Potowski (2005)proposed that instruction be centered on literacy development and grammatical knowledge. However, not much has been said regarding grammar instruction: What does Spanish HL learners' grammar look like? What are the main similarities and differences between advanced L2 learners and HL learners? What are the most effective grammar teaching techniques for Spanish HL learners? Can those techniques used for L2 grammar teaching be applied to HL learners? In this article, an answer to all of these questions is offered. Moreover, practical examples of activities are provided using several techniques such as processing instruction, interactional feedback, dictogloss, and input enhancement, followed by pedagogical implications derived from current research on grammar instruction for both advanced L2 and HL learners of Spanish.

Type of early bilingualism and its effect on the acoustic realization of allophonic variants: Early sequential and simultaneous bilinguals

Aims and Objectives/Purpose/Research Questions:This study examines the acoustic realization of phrase-initial voiced stops (/b, d, g/) and intervocalic voiced approximants ([β, ð, ɣ]) in Spanish by three groups of Spanish–English bilinguals: simultaneous bilinguals, early sequential bilinguals, and late second language (L2) Spanish learners to investigate if the type of early bilingualism has an effect on the acoustic realization of language-specific phonological processes.Design/Methodology/Approach:Early bilinguals were divided into two groups (simultaneous and sequential bilinguals), and together with late learners (L2 Spanish learners) they were recorded producing words eliciting phrase-initial and intervocalic voiced stops.Data and Analysis:The acoustic analyses examined the difference between the intensity minimum during the consonant and the intensity maximum of the following tautosyllabic vowel (intensity difference). The dataset comprised a total of 3,569 acoustic measurements.Findings/Conclusions:The group of early sequential bilinguals shows a significantly stronger tendency to produce a more lenited intervocalic segment than simultaneous bilinguals and L2 learners, who produce a more constricted realization. These data indicate that simultaneous bilinguals and L2 learners, who were exposed to English since birth, differ from early bilinguals who were exclusively exposed to Spanish for the first years of their life when applying the Spanish allophonic rule governing the distribution of voiced stops and spirants.Originality:This is one of the first studies that investigates the effects of the type of early bilingualism on bilingual phonetic performance in adulthood, especially in terms of bilingual phonetic production. These novel data examine the acoustic realization of Spanish heritage speakers, a largely understudied bilingual population.Significance/Implications:The findings suggest that the type of early bilingualism in language development, even at a very early age, still has consequences on the acoustic realization of allophonic variants in adulthood.

DOMINANCE, PROFICIENCY, AND SPANISH HERITAGE SPEAKERS’ PRODUCTION OF ENGLISH AND SPANISH VOWELS

AbstractThis study examines how dominance and proficiency relate to Spanish heritage speaker vowel productions. Participants’ normalized vowel measurements were compared to nonheritage native speakers of Spanish and English using the Pillai score, an output of Multivariate Analysis of Variances (MANOVAs) that allows comparisons across distributions of two or more dependent variables. With Pillai scores as the dependent variable, we created two multiple regression models for each language, one with factors related to dominance, one with factors related to proficiency. We use commonality analysis (variance partitioning) to determine the unique and shared contribution of each variable to the regression models. The results showed different patterns of unique and shared variance across English and Spanish for the factors related to dominance and also for proficiency. Given this, we maintain that it is important to preserve dominance and proficiency as separate but related constructs when considering heritage speaker linguistic data.

El “adversario desleal a España”: el debate de Francisco Bulnes y Carlos de Olaguíbel sobre la segunda guerra de independencia de Cuba

Artículo sección Escritorio

On the Relationship Between Self-Concept and Literacy Development in the Spanish Heritage Language Context

ABSTRACTResearchers have studied academic self-concept and its relationship to academic achievement extensively, but not in the Spanish heritage language context. Using measures of reading, writing, and spelling performance, I investigate the relation between self-concept and performance and whether self-concept can predict performance scores. I obtained measures of self-perceptions of abilities and attitudes from 281 students in 4 Spanish heritage language course levels. The results indicated that self-concept increased as course level increased. Self-perceptions related significantly to students’ performance in all subcompetencies except reading and were predictors of performance scores. Cluster analysis showed that students with the highest level of self-concept also had the highest reading, writing, and spelling scores and the most positive attitudes. This study demonstrates that self-concept plays a significant role in student literacy performance. Thus, practitioners should focus on helping students improve self-perceptions for their impact on literacy development and their role in overcoming learning difficulties.

Social-group identity and population substructure in admixed populations in New Mexico and Latin America.

We examined the relationship between continental-level genetic ancestry and racial and ethnic identity in an admixed population in New Mexico with the goal of increasing our understanding of how racial and ethnic identity influence genetic substructure in admixed populations. Our sample consists of 98 New Mexicans who self-identified as Hispanic or Latino (NM-HL) and who further categorized themselves by race and ethnic subgroup membership. The genetic data consist of 270 newly-published autosomal microsatellites from the NM-HL sample and previously published data from 57 globally distributed populations, including 13 admixed samples from Central and South America. For these data, we 1) summarized the major axes of genetic variation using principal component analyses, 2) performed tests of Hardy Weinberg equilibrium, 3) compared empirical genetic ancestry distributions to those predicted under a model of admixture that lacked substructure, 4) tested the hypotheses that individuals in each sample had 100%, 0%, and the sample-mean percentage of African, European, and Native American ancestry. We found that most NM-HL identify themselves and their parents as belonging to one of two groups, conforming to a region-specific narrative that distinguishes recent immigrants from Mexico from individuals whose families have resided in New Mexico for generations and who emphasize their Spanish heritage. The “Spanish” group had significantly lower Native American ancestry and higher European ancestry than the “Mexican” group. Positive FIS values, PCA plots, and heterogeneous ancestry distributions suggest that most Central and South America admixed samples also contain substructure, and that this substructure may be related to variation in social identity. Genetic substructure appears to be common in admixed populations in the Americas and may confound attempts to identify disease-causing genes and to understand the social causes of variation in health outcomes and social inequality.

Critically Interrogating Oregon History in the Archives: Spanish Heritage Learners in the PCUN Records

Critically Interrogating Oregon History in the Archives: Spanish Heritage Learners in the PCUN Records

La reutilización hotelera del patrimonio monástico gallego

La recuperación de monumentos mediante la asignación de nuevos usos distintos a los originales es una práctica cada vez más frecuente en la gestión del patrimonio arquitectónico. También es cada vez mayor el número de establecimientos hoteleros localizados en edificios de gran valor histórico y/o artístico. El origen de esta actividad se remonta a principios del siglo XX con el nacimiento de una conciencia sobre la importancia que poseía el patrimonio para la floreciente industria turística. La creación estatal de una red variada de alojamientos dio lugar a un tipo de hotel que se instalaría en edificaciones ruinosas que una vez rehabilitadas recuperarían su utilidad, logrando así armonizar la salvaguarda del patrimonio monumental español con el impulso del turismo. Esta práctica se extendió rápidamente por todo el país, y también por Galicia. Este trabajo viene a completar una parte importante del estudio sobre el impacto del turismo y la gestión cultural en la conservación del patrimonio histórico-artístico gallego: mediante el análisis de cinco monumentos religiosos rehabilitados como establecimientos hoteleros comprobaremos cómo el abandono del inmueble supone el inicio de su inevitable ruina, demostrándose que la opción de un nuevo uso se presenta como la mejor garantía para su supervivencia, entendiendo este acto desde la capacidad del monumento de estar vivo y de participar en la sociedad del momento.
 
 [gl] A recuperación de monumentos mediante a asignación de novos usos distintos aos orixinais é unha práctica cada vez máis frecuente na xestión do patrimonio arquitectónico. Tamén é cada vez maior o número de establecementos hoteleiros localizados en edificios de gran valor histórico e/ou artístico. A orixe desta actividade remóntase a principios do século XX co nacemento dunha conciencia sobre a importancia que posuía o patrimonio para a florecente industria turística. A creación estatal dunha rede variada de aloxamentos deu lugar a un tipo de hotel que se instalaría en edificacións ruinosas que unha vez rehabilitadas recuperarían a súa utilidade, logrando así harmonizar a salvagarda do patrimonio monumental español co pulo do turismo. Esta práctica estendeuse rapidamente por todo o país, e tamén por Galicia. Este traballo ven completar unha parte importante do estudo sobre o impacto do turismo e a xestión cultural na conservación do patrimonio histórico-artístico galego: mediante a análise de cinco monumentos relixiosos rehabilitados como establecementos hostaleiros comprobaremos como o abandono do inmoble supón o inicio da súa inevitable ruína, demostrándose que a opción dun novo uso preséntase como a mellor garantía para a súa supervivencia, entendendo este acto desde a capacidade do monumento de estar vivo e de participar na sociedade do momento.