Abstract

Adolescence is a critical time for identity development. At this stage, it is important that heritage speakers hear positive messages about their heritage language and have programs that meet their linguistic needs and aspirations. This thesis examines the sociolinguistic domains in which adolescent heritage Spanish speakers use English and Spanish. It addresses two key questions: 1) In what domains do adolescent heritage Spanish speakers use English and Spanish? 2) Do these domains align with the future contexts in which they wish to use Spanish? To answer these questions, I distributed an online survey about language domains and future language goals to 26 heritage Spanish students from a junior high school in Utah County. The findings confirm that heritage Spanish speakers primarily use Spanish at home and English at school. Additionally, the study explores the complexities of heritage Spanish use across domains--reporting on the degree to which heritage speakers use Spanish in 23 different contexts, such as online interactions, when attending religious services, at the doctor, etc. This research affirms Grosjean's complementarity principle (2012), illustrating how heritage speakers use their languages for different purposes and with different people. Complementing the National Heritage Language Survey's work with college-aged students (2011), this study offers new insights into the goals of adolescent heritage speakers and compares these goals with their current language use. Results indicate that only some of the goals that heritage Speakers have for future Spanish use align with their current language use, emphasizing the need for programs that will better support adolescent heritage speakers in achieving their Spanish language goals.

Degree

College and Department

Humanities; Spanish and Portuguese

Rights

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