A Narrative Inquiry into the Life Stories of Latinx Students in the Spanish Heritage Language Classroom from a Decolonial Trauma Lens

Abstract

Although experts in the Spanish Heritage Language (SHL) field acknowledge the discrimination faced by Latinx students in the United States, their complex environments have not been conceptualized as potential sources of trauma in this discipline. Using narrative inquiry as the methodological approach, this study attempted to explore the life stories of four Latinx students in the SHL classroom from a decolonial perspective on trauma (Comas-Díaz, 2021; Zembylas, 2022). The study also sought to identify the ways in which these students coped with the adversities they have encountered. In line with research conducted in the psychology field, the study revealed the participants had, at some point in their lives, doubts about their Mexican authenticity, questioned their belongingness and experienced second-class treatment. The study also indicated that the participants relied on active forms to navigate the adversities they have endured. Yet, despite their resilience and strength, the findings still underscore the presence of shame, guilt, and a sense of inadequacy in the participants’ stories, leading to serious emotional harm. In order to recognize the significance of attending to these emotional wounds, the study concludes then with pedagogical implications for the SHL curriculum and instruction.