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.
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