Sergio Loza is an Assistant Professor of Spanish Linguistics in the Department of Romance Languages at the University of Oregon, where he directs the Spanish Heritage Language Program and teaches courses at the undergraduate and graduate level. He received his Ph.D. in Spanish Heritage Language Education with a secondary focus on Sociolinguistics. As a first-generation college graduate, a son to Mexican immigrants and a grandson to Bracero workers, his lived social and linguistic experiences guide his research and pedagogical projects.

His research interests include Spanish heritage language education, critical language awareness, language ideologies, language attitudes, sociolinguistic style, Spanish in the U.S., and critical discourse analysis. Sergio Loza has published in peer reviewed journals such as Critical Inquiry in Language Studies, Language Awareness, Language Testing, International Multilingual Research Journal, and Chiricú Journal: Latina/o Literatures, Arts, and Cultures. He also has a co-edited volume titled Heritage Language Teaching: Critical Language Awareness Perspective for Research and Pedagogy (Routledge).

Beaudrie, S. M. & Loza. S. (2022). Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy. London, UK: Routledge

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

Beaudrie, S. & Loza, S. (2022). The central role of critical language awareness in SHL education in the United States. In Beaudrie, S. & Loza, S. (under contract). Heritage language teaching and research: Perspectives from critical language awareness. London, UK: Routledge.

Loza. S. (2022). Oral corrective feedback in the Spanish heritage language context: A critical perspective. In Beaudrie, S. & Loza, S. (2022). Heritage language teaching and research: Perspectives from critical language awareness. London, UK: Routledge.

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

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

Beaudrie, S. & 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. Boston, MA: Brill. DOI: 10.1163/9789004433236_003

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, 0(0), 1-20. DOI: 10.1080/15427587.2020.1796484

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