Racialized Experiences of Language Identities: Spanish Heritage Learners Studying Spanish in a Non-Heritage Country

The most recent Open Doors report by the Institute of International Education (IIE, 2020) indicates that number non-white U.S. study abroad students has been steadily growing over past 10 years, and now it accounts for 31% all pursuing part their education abroad. This focuses on four Spanish heritage language learners (SHLLs) Dominican, Mexican, Peruvian, Colombian/Venezuelan descent with differing proficiency who enrolled in a short-term (SA) program Quito, Ecuador during May-June 2017, 2018, or 2019. SA was sponsored four-year college southeastern included closed-ended questionnaire, semi-structured interviews, (classroom) observations, e-portfolios, journals, e-mails. A poststructuralist lens Norton’s theory investment were employed to explore identities these undergraduates, social networks, language, culture learning opportunities, how experiences shaped individual development. Considerations will be offered terms justice-oriented curriculum can powerful approach support emergence socially situated contexts. Civically oriented programs have potential help SHLLs construct global identities, increase communication skills, gain understanding, compassion, tolerance change.