Dr. Sergio Loza is an Assistant Professor at the University of Oregon and Director of the Spanish heritage program. As a first-generation college graduate, a son to Mexican immigrants and a grandson to two Bracero workers, his cultural roots and linguistic experiences are those of a U.S. Latino, heritage speaker of Spanish. His identity informs his scholarly inquiry as well as his advocacy for educational excellence for all underrepresented minorities. Dr. Loza’s qualitative work spans the fields of sociolinguists, heritage language education, critical language awareness, language ideologies, language attitudes, sociolinguistic style, Spanish in the U.S., critical discourse analysis and raciolinguistics. His research agenda is rooted in bringing issues of social justice and equity to the forefront of Spanish language education, particularly for Latinx students. Dr. Loza’s research unpacks the ways that dominant language ideologies shape the educational experiences of Latinx students. Connecting his research to the classroom, his publications detail how to incorporate these ideological, and often sociopolitical, considerations into designing curriculum and instruction for Latinx students. Dr. Loza’s academic mission aims to eradicate the ideological barriers that Latinx people confront daily to provide underrepresented learners with a transformative educational experience. Recent publications include a co-edited book entitled Heritage language teaching: Critical language awareness perspectives for research and pedagogy (2022) and a forthcoming co-authored book: Heritage language program direction: Research into practice, with Routledge. He has also published book chapters and journal articles in top journals such as Studies of Second Language Acquisition, Critical Inquiry in Language Studies, Language Awareness, Language Testing, Languages, International Multilingual Research Journal, and Chiricú Journal: Latina/o Literatures, Arts, and Cultures. Dr Loza is an innovative young scholar and a highly-sought after speaker for keynote addresses, invited talks, workshops, and guest lectures delivered nationwide.

BOOKS

Beaudrie, S. M. & Loza, S. (under contract). Heritage language program direction: Research into practice. London, UK: Routledge. 

EDITED BOOKS 

Beaudrie, S. M. & Loza. S. (2022). Heritage language teaching: Critical language awareness perspectives for research and pedagogy. London, UK: Routledge. 

PEER REVIEWED PUBLICATIONS

1.Loza, S., Padilla, L., & Vana, R. (forthcoming). “A critical analysis of Elite: Linguistic capital, ideologies, and marginalization.” In A. Sánchez-Muñoz & J. Retis (Eds.), Communicative spaces in bilingual context: Discourses, synergies and counterflows in Spanish and English (pp. 129-142). London, UK: Routledge.

2.Cerrón-Palomino, A., Loza, S. & Vana, R. (forthcoming). What pre and post Arizonian statehood newspapers tell us about subject expression. Languages.

3.Zalbidea, J., Pascual y Cabo, D., Loza, S. & Luque, A. (forthcoming). Spanish Heritage Language Learners’ Emotions in the Classroom: Exploring the Impact of Teacher-focused Factors. Studies in second language acquisition.

4.Loza, S. (2022). Unmasking ideologically charged oral CF practices in a Spanish mixed classroom: Teacher and SHL student perspectives. Languages, 7(3), 1-20. doi.org/10.3390/languages7030194

5.Loza. S. (2022). Oral corrective feedback in the Spanish heritage language context: A critical perspective. In Beaudrie, S. & Loza, S. (2021). Heritage language teaching: Critical language awareness perspectives for research and pedagogy (pp. 119-137). London, UK: Routledge.

6.Beaudrie, S. M. & Loza, S. (2022). The central role of critical language awareness in SHL education in the United States. In Beaudrie, S. & Loza, S. (Eds.). Heritage language teaching: Critical language awareness perspectives for research and pedagogy (pp. 3-18). London, UK: Routledge.

7.Beaudrie, S. M. & Loza, S. (2021). Insights into SHL program direction: Student and program advocacy challenges in the face of ideological inequity. Language Awareness, 0(0). DOI: 10.1080/09658416.2021.1949333

8.Beaudrie, S. M., Amezcua, A., & Loza, S. (2021). Critical language awareness in the heritage language classroom: Design, implementation, and evaluation of a curricular intervention. International Multilingual Research Journal, 15(1), 61-81. DOI: 10.1080/19313152.2020.1753931

9.Beaudrie, S. M. & Loza, S. (2020). Spanish heritage education in the Southwestern United States: Fighting restrictive policies toward language maintenance in Arizona. In F. Salgado-Robles & E. M. Lamboy (Eds.), Spanish across domains in the United States (pp. 25-46). Boston, MA: Brill. DOI: 10.1163/9789004433236_003

10.Loza, S. & Vana, R. (2020). Hola, my name is Carmen, who is this?- Language ideologies and dialect stylization in prank calls.” Critical Inquiry in Language Studies, 18(2), 1-20. DOI: 10.1080/15427587.2020.1796484

11.Beaudrie, S. M., Amezcua, A., & Loza, S. (2019). Critical heritage language awareness in the heritage context: Development and validation of a measurement questionnaire, Language Testing, 36(4), 573-594. DOI:10.1177/0265532219844293

12.Loza, S. (2018). Spanish as a heritage language in the United States: A familial and academic struggle through the attitudinal and ideological standardization of language. In K. Sawchuk, O., Ursulesku & E. Trinkaus (Eds.), Transformation, Transgressions, and Trust: Off Campus: Seggau School of Thought2 (pp. 29-40). Austria, Graz: Leykam Buchverlagsgesellschaft.  

13.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. DOI: 10.2979/chiricu.1.2.06 

BOOK REVIEWS 

Loza, S. & Ochoa, V. (2021). Adult Minority Language Learning: Motivation, Identity and Target Variety, by Colin J. Flynn, 2020 (Multilingual Matters). International Journal of Bilingual Education and Bilingualism.