Exploring the Dynamics of Speaking and Learning Spanish in Western Canada

Exploring the Dynamics of Speaking and Learning Spanish in Western Canada

by Angela George (University of Calgary)

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This book brings together a series of empirical studies to examine the role of Spanish in Western Canada inside and outside the classroom and from the perspectives of students, teachers, and immigrants. It offers an in-depth look at the diverse experiences of these groups in terms of learning and using Spanish and is essential reading for those interested in Spanish as an additional, heritage, and first language in multilingual contexts.

Dr. Rachel L. Shively
Professor of Spanish and Applied Linguistics
Department of Languages, Literatures, and Cultures
Illinois State University

Canada is a Spanish-speaking nation. Although English and French are favored publicly, Spanish is an important language in the country. Of particular interest are heritage speakers, who have skills and needs that differ from those of second-language learners. The linguistic discrimination that heritage speakers face from a society that does not understand them and side-lines their language creates an environment in which Canada stands to lose Spanish.
This book is an essential reference for anyone who speaks and/or works with Spanish in Canada. It provides an engaging and cohesive summary of recent research, along with original investigations conducted among the Spanish-speaking population of western Canada. Included are first-hand accounts, as well as discussion questions and prompts that can be utilized in the classroom and in the community institutions. It does not shy away from criticism of the dangers that institutional privileging of Canada’s two official languages does to Spanish speakers, their language, and their sense of belonging in the country.
For Canada to truly embrace its multilingual and multicultural nature, Spanish must be included in its educational systems, institutional discourse, and public life. "Exploring the Dynamics of Speaking and Learning Spanish in Western Canada" provides a call to action, as well as a pathway to reach that goal.

Dr. Meghann Peace
Chair of the Department of Languages
St. Mary's University in San Antonio, Texas

This data-rich book provides useful insights and recommendations for students, instructors and language program coordinators, researchers, policymakers, and language users themselves who are interested in how Spanish and—by extension—other non-official languages are spoken, taught, learned, and negotiated in the complex linguistic and cultural environment of Western Canada.

Dr. Mary Grantham O'Brien
Department of Linguistics
Simon Fraser University

This exceptional volume constitutes a timely, original, and substantive contribution to the domains of Spanish applied linguistics, heritage language studies, and multilingualism research in the Canadian context. Drawing on a robust and methodologically sophisticated mixed-methods research program, it provides a theoretically informed and empirically grounded analysis of Spanish language acquisition, heritage language maintenance, identity formation, and multilingual practices in Western Canada. Through the systematic integration of classroom-based investigations, virtual exchange initiatives, and the lived experiences of learners, educators, and immigrant communities, Angela George offers a compelling synthesis of sociolinguistic inquiry, language education research, and language policy perspectives. The volume’s distinctive contribution lies in its ability to connect macro-level questions of linguistic diversity and language ecology with micro-level processes of language learning, identity negotiation, and community engagement. Characterized by conceptual depth, methodological rigor, and pedagogical relevance, this work advances our understanding of Spanish as a dynamic and evolving component of Canada’s multilingual repertoire. It will serve as an indispensable reference for scholars, educators, and policymakers engaged in the study and promotion of multilingualism, heritage language education, and linguistic diversity.

Prof. Dr. Francisco Salgado-Robles
Department of Teaching and Learning
The City College of New York (CUNY)

"Exploring the Dynamics of Speaking and Learning Spanish in Western Canada" offers a comprehensive and timely account of Spanish as an additional language, a heritage language, and a vital social resource in Western Canada. Drawing on diverse perspectives and rich empirical data from learners, teachers, and Spanish-speaking immigrants, Angela George compellingly demonstrates Spanish’s evolving place in Canada’s multilingual landscape and makes a persuasive case for more equitable pedagogical practices and stronger institutional recognition.

Prof. Dr. Carol A. Klee
Department of Spanish and Portuguese Studies
University of Minnesota - Twin Cities

This monograph provides a comprehensive exploration of the experiences of Spanish speakers and learners in Western Canada, where Spanish is a minority language. Drawing on eight years of mixed-methods research, including surveys, interviews, and virtual exchanges, it investigates student motivations, instructional strategies, and the diverse identities of Spanish speakers, including heritage speakers, first-language speakers, and second-language learners.
Structured across eight chapters, the book begins with a contextual overview of Canada’s multilingual landscape and the growing relevance of Spanish (Chapter 1). It then explores student motivations for learning Spanish (Chapter 2), the pedagogical methods employed by instructors (Chapter 3), and how classroom diversity influences student awareness and learning dynamics (Chapter 4). Chapter 5 examines communication practices and students’ comfort with speaking Spanish, particularly in relation to virtual exchanges. Chapter 6 focuses on student perceptions of Spanish-speaking cultures, while Chapter 7 presents the views of Spanish-speaking immigrants regarding language use, identity, and linguistic discrimination. The final chapter (Chapter 8) synthesizes the key findings of the book and outlines practical implications for educators, researchers, and policymakers, offering forward-looking recommendations to support inclusive Spanish language education and linguistic diversity in Western Canada. By emphasizing the cultural, educational, and social dimensions of Spanish in an English-dominant context, this work contributes to broader conversations on language education, multiculturalism, and linguistic policy. It is intended for language instructors; scholars of applied linguistics, multilingualism, and education; heritage language advocates; institutional stakeholders; and policymakers committed to supporting diverse learners, promoting inclusive curriculum design, and fostering linguistic diversity in Canada and beyond.

List of Figures
List of Tables
Acronyms
Acknowledgements
Foreword. Spanish in Canada: An Illustrious Stranger
Francisco Moreno-Fernández
Cervantes Institute’s Global Observatory of Spanish, Universität Heidelberg, Germany; North-American Academy of the Spanish Language
Introduction

Chapter 1
Positioning Spanish within Canada’s Multilingual Landscape
Chapter 2
Student Motivations for Learning Spanish in Alberta
Chapter 3
Teaching Methods and Pedagogical Beliefs
Chapter 4
Learner Diversity in Spanish Classrooms
Chapter 5
Virtual Exchanges and Spanish Language Development
Chapter 6
Cultural Perceptions and Critical Language Awareness
Chapter 7
Perspectives on Spanish use among Spanish-Speaking Immigrants
Chapter 8
Synthesis and Future Directions: Spanish in Western Canada

References
Author Biography
Index

Angela George is Professor of Spanish in the School of Languages, Linguistics, Literatures, and Cultures in the Faculty of Arts at the University of Calgary (Alberta, Canada). She earned her PhD from the University of Minnesota in 2013 and has held faculty positions at both Kennesaw State University in the United States and the University of Calgary. Her research in Applied Linguistics focuses on the teaching and learning of Spanish, with particular emphasis on Additional Language Acquisition and Sociolinguistics. She has presented her work nationally and internationally and has published on a wide range of topics related to Spanish language learning and pedagogy. Her work has appeared in ‘Foreign Language Annals,' 'Heritage Language Journal,' 'Languages, and Gender' and 'Language' journals. She edited a special issue on “Heritage Learners Abroad” for the journal 'Study Abroad Research in Second Language Acquisition and International Education.' She is the co-author of the book 'Online language teaching in diverse contexts' (Cambridge Scholars Publishing, 2023). In recognition of her significant scholarly and pedagogical contributions, she received the Robert Roy Award from the Canadian Association of Second Language Teachers. She has also received several competitive grants to support her research and teaching.
With extensive teaching experience at both the undergraduate and graduate levels, she has taught all levels of undergraduate Spanish courses, many of which relate to her background in Hispanic Linguistics. She has also taught graduate-level courses in additional language pedagogy and applied linguistics research methods. Her pedagogy reflects a strong commitment to both research and teaching, as well as to advancing inclusive approaches to Spanish language education. In recognition of her teaching excellence, she has received a University of Calgary Teaching Award. She remains dedicated to advancing the field of Applied Linguistics through her research, teaching, and service.

Spanish, Additional Language Teaching, Additional Language Learning, Heritage Language Learners, Applied Linguistics, Qualitative Analaysis, Language Learning Motivation, Additional Language Pedagogy, Teaching and Learning, Spanish Language Learners. Heritage Learners of Spanish, Virtual Exchanges