Positional Identities, Access to Learning Opportunities, and Multiliteracies: Negotiations in Heritage and Non-heritage Spanish-Speaking Students’ Critical Narratives

  • Hayriye Kayi-Aydar


Grounded in positioning theory and the Multiliteracies framework, this chapter explores the complex relationships among positional identities, access to learning opportunities, and the development of professional multiliteracies in a doctoral program. The study investigates how seven heritage and non-heritage graduate students in Hispanic linguistics positioned themselves in relation to Spanish and gained access to learning opportunities in their program. The data consisted of autobiographical narratives, collected through life history interviews (Pavlenko, Appl Linguist 28: 163–188, 2007), that focused on the participants’ socio-historically situated experiences while being students. The analysis presented provides insights into the struggles, accomplishments, and identities of heritage language learners who are to become Spanish language teachers or university faculty members, and into how their experiences differ from those of their non-heritage Spanish-speaking peers.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Hayriye Kayi-Aydar
    • 1
  1. 1.University of ArizonaTusconUSA

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