| Title |
Alvaro Berzal Rojo, Javier MED_2025 |
| Alternative Title |
Curriculum Design for Heritage Language Learners in Utah AP Spanish Classes |
| Creator |
Alvaro Berzal Rojo, Javier |
| Contributors |
Bates, Vincent (advisor) |
| Collection Name |
Master of Education |
| Description |
This project presents a culturally sustaining curriculum model for AP Spanish Language and Culture classes tailored to Heritage Language Learners (HLLs) in Utah. It addresses systemic gaps in educational equity by integrating heritage language pedagogy, critical thinking, and differentiated instruction. The model aims to improve representation, engagement, and academic success for Hispanic students in advanced coursework. |
| Abstract |
This project outlines a curriculum and pedagogical model for Advanced Placement (AP) Spanish Language and Culture classes, specifically tailored to the needs of Heritage Language Learners (HLLs) in Utah. The author argues that despite a growing Hispanic student population in Utah, the education system has not effectively addressed the needs of these students, leading to significant achievement and socioeconomic gaps. The document highlights various contributing factors, including low teacher expectations, a lack of culturally responsive curricula, and the underrepresentation of Latino students in advanced courses, such as AP classes. The proposed curriculum aims to address these inefficiencies by integrating a culturally sustaining approach, heritage language education methods, and critical thinking skills into a framework that can be applied to every unit of the AP Spanish Language and Culture curriculum. The model unit uses this framework to help students connect with their existing knowledge and critically analyze complex social issues, such as hybrid identities, nationality, and citizenship. The unit also offers differentiated strategies for both HLLs and second-language learners, preparing them for AP-style tasks. Feedback from in-service teachers who reviewed the proposal indicated high satisfaction, particularly with the integrated differentiation and the integration of AP-type tasks. The author concludes that implementing such a framework can help ensure that Hispanic students receive the quality education to which they are entitled and better prepare them for success in the Utah Bridge Program and post-secondary education. |
| Subject |
Advanced placement programs (Education); Education, Secondary; Second language learning and teaching; Language and languages--Study and teaching |
| Digital Publisher |
Digitized by Special Collections & University Archives, Stewart Library, Weber State University. |
| Date |
2025-08 |
| Medium |
Thesis |
| Type |
Text |
| Access Extent |
77 page pdf |
| Conversion Specifications |
Adobe Acrobat |
| Language |
eng |
| Rights |
The author has granted Weber State University Archives a limited, non-exclusive, royalty-free license to reproduce his or her thesis, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. The author retains all other rights. For further information:  |
| Source |
University Archives Electronic Records: Master of Education. Stewart Library, Weber State University |
| Format |
application/pdf |
| ARK |
ark:/87278/s6c4je3k |
| Setname |
wsu_smt |
| ID |
155059 |
| Reference URL |
https://digital.weber.edu/ark:/87278/s6c4je3k |
