5th Annual Spanglish Creative Writing Contest

Spanglish, English-Spanish bilingual mode, translanguaging or code-switching is an important home variety in many communities of New Mexico, which are characterized by "an intergenerational presence and persistence of Spanglish practices" (Gorman, 2015, p. 179).

Join us in celebrating our 5th Annual Spanglish Creative Writing Contest. The awards ceremony will be held during the 7th Annual National Symposium on Spanish as a Heritage Language, hosted by the University of New Mexico, February 27-29, 2019. There will be awards for each of the 2 levels: 1) High school, 2) College.

Promote the participation of your institution in the National Creative Writing Contest!
  • Each local organizer (university or high school teacher/administrator) sends a campus or community wide call for submissions in Spanglish, for poetry, short stories or essays about thoughts and experiences regarding living between languages.
  • Each participant teacher or administrator at the university/high school will choose one finalist piece (up to 3 submissions per teacher if teaching multiple sections) to send to the contest committee. The committee will select a winner and an honorable mention in each category.
CATEGORIES:

a) Poem (One each for high school and college entries)- No word limit
b) Essay (One each for high school and college entries) - Between 500 and 2000 words
c) Short-story (One each for high school and college entries) - Between 500 and 2000 words

All submissions should be sent in Word format document with name of author, institution and level, and category by email to Spanglish7NSSHL@gmail.com - Submissions accepted until 11:59 p. m. December 1st, 2019. Please note that this submission deadline is different from the NSSHL7 abstract submission deadline.

All submissions will be evaluated for:
  • Creativity
  • Demonstration of Sociolinguistic Consciousness (understanding of the complex dynamics -language, culture, gender, class, ethnicity, etc.- in multilingual, multi- ethnic communities)
  • Effective communication of message through Spanglish.
Please email any questions to nsshl7@unm.edu or to any of the members of the organizing committee. ¡Gracias!



About Spanglish:
More and more works, such as Barba Pacheco (2016); García, Johnson & Seltzer (2017); García & Wei (2014); Garza & Arreguín-Anderson (2018); Hesson, Seltzer & Woodley (2014); Lewis, Jones and Baker (2012); MacSwan (2017); Ossa Parra (2018); Prada & Turnbull (2018); Rowe (2018); Sayer, P. (2012) have discussed the benefits of translanguaging as a pedagogical tool in the bilingual classroom, with some of these works (Belpoliti & Bermejo, 2019; Deras, 2018; Fernandez Dobao, 2018; Ibarra, 2017; Loza, 2017; Parra, 2017; Reznieck-Parrado, 2015; Wilson & Ibarra, 2015; Wu, Deák Sandler & Groff, 2019) focusing on English-Spanish code-switching, Spanglish and Spanish-English translanguaging in heritage classes.

References
  • Barba Pacheco, M. (2016). Translanguaging in the English-centric classroom: A communities of practice perspective (Doctoral dissertation). Retrieved from https://etd.library.vanderbilt.edu/available/etd-05062016-131032/unrestricted/pacheco.pdf
  • Belpoliti, F. & Bermejo, E. (2019). Spanish heritage learners' emerging literacy: Empirical research and classroom practice. New York, NY: Routledge.
  • Deras, A. (2018). Language use by Spanish heritage speakers in the classroom and the world and the implications for educators (Honors thesis). Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1002&context=honorstheses
  • Fernandez Dobao, A. (2018). Code-switching in the Spanish heritage language classroom. In Rosa Alonso Alonso (Ed.), Speaking in a Second Language (pp. 175-196). Amsterdam: John Benjamins Publishing Company.
  • García, O., Johnson, S. and Seltzer, K. (2017). The translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
  • García O., Wei L. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.
  • Garza, E. and Arreguín-Anderson, M. G. (2018). Translanguaging: Developing scientific inquiry in a dual language classroom. Bilingual Research Journal 41(2): 101-116.
  • Gorman, L. (2015). Ethnolinguistic contact zones: Identity and language among Mexican-Nuevomexicano families in New Mexico (Doctoral dissertation). Retrieved from https://indigo.uic.edu/bitstream/handle/10027/19590/Gorman_Lillian.pdf
  • Hesson, S., Seltzer, K. and Woodley, H. H. (2014). Translanguaging in curriculum and instruction: A CUNY-NYSIEB guide for educators. CUNY-NYS Initiative on Emergent Bilinguals. Retrieved from https://www.cde.state.co.us/cde_english/translangpacket
  • Ibarra, C. E. (2017, November). Spanglish in Intermediate-Advanced Heritage Language Students: Attitudes and Production. Paper presented at the 3rd Intergenerational Transmission of Minority Languages Symposium: Challenges and Benefits, Christchurch, New Zealand.
  • Lewis, G. Jones, B. and Baker, C. (2012). Translanguaging: developing its conceptualisation and contextualisation. Educational Research and Evaluation 18(7): 655-670.
  • Loza, S. (2017). Transgressing standard language ideologies in the Spanish heritage language (SHL) classroom. Chiricú Journal: Latina/o Literatures, Arts, and Cultures 1(2): 56-77.
  • MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal 54(1): 167-201.
  • Ossa Parra, M. (2018). "En español es distinto:" Translanguaging for linguistic awareness and meaningful engagement with texts (Doctoral dissertation). Retrieved from https://dlib.bc.edu/islandora/object/bc-ir%3A107929/datastream/PDF/view
  • Parra, M. L. (2017). Resources for teaching Spanish as a heritage language. Informes del Observatorio / Observatorio Reports. 032-06. Retrieved from http://cervantesobservatorio.fas.harvard.edu/sites/default/files/resources_heritage_language_en_0.pdf
  • Prada, J. and Turnbull, B. (2018). The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education. EuroAmerican Journal of Applied Linguistics and Languages 5(2): 8-23.
  • Reznieck-Parrado, L. M. (2015). “Spanglish”: Bringing the academic debate into the classroom. Towards critical pedagogy in Spanish heritage instruction. EuroAmerican Journal of Applied Linguistics and Languages 2(2): 50-66.
  • Rowe, L. W. (2018). Say it in your language: Supporting translanguaging in multilingual classes. The Reading Teacher 72(1): 31-38.
  • Sayer, P. (2012). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL QUARTERLY 47(1): 63-88.
  • Wilson, D. and Ibarra, C. E. (2015). Understanding the inheritors: The perception of beginning-level students toward their Spanish as a heritage language program. EuroAmerican Journal of Applied Linguistics and Languages 2(2): 85-101.
  • Wu, M-H, Deák Sandler, J. and Groff, C. (2019, April). Supporting heritage language education through translanguaging. Paper presented at the Universiteit Leiden Lunch Seminar and Research Discussion, Leiden, Germany.

Organizing committee

Damián Wilson damianvw@unm.edu

Carlos Enrique Ibarra cei@unm.edu

Claire Wimborne cwimborne@unm.edu

nsshl7@unm.edu