Jhonatan Henao-Munoz

Interests

Research

Additional Language Acquisition and TeachingSpanish, French, and EnglishNon-Binary Spanish LanguageSociolinguistics, Glottopolitics, and Language Policies.Technologies and Second Language Learning:​Machine Translation in SLA​Corpus Linguistics:Additional Language Learner Writing Corpus-BasedSyntactic TheoryTextual Analysis / Grammar analysisTranslation in Language ClassroomTeaching and Learning of Translation for Additional Languages

Teaching

Higher EducationBilingual Higher EducationLearner-centered TeachingRomance languagesLinguistics

Courses

Scholarly Contributions

Presentations

• Henao-Munoz, J., Guzman Hernandez, A., Torres Cirina, D., & Kim, J. (2023, June). Inclusive Language in Spanish and Portuguese: From (social) media and (previous) research towards the additional and the heritage language classroom. American Association of Teachers of Spanish and Portuguese AATSP 105 Conference. Salamanca, Spain.
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  This panel presentations introduce the audience to two repositories, an Inclusive Spanish Language Repository and an Inclusive Portuguese Language Repository  - both in progress -  where data from media (native speakers of Spanish and Portuguese), and research on inclusive language are collected and analyzed to identify and describe forms, uses and attitudes. In addition, we explore and present the State of Art of Inclusive Language in the U.S. Higher Education, particularly in Spanish, Portuguese, and Spanish as a Heritage Language programs: opportunities and challenges. Finally, we propose a practical implementation of Inclusive Language for the additional and heritage language classroom. Inclusive Spanish Language RepositoryInclusive Portuguese Language RepositoryThe State of Art of Inclusive Language in the U.S. Higher Education in the Spanish, Portuguese, and Spanish as Heritage Language programs. Practical Implementation of Inclusive Spanish Language in the classroom.
• Henao-Munoz, J., Torres Cirina, D., & Acevedo Cardona, D. A. (2023, September). Building from/for Diversity: A Repository for Inclusive Spanish Language . 2nd AZ HSI Consortium Annual Summit. University of Arizona, Tucson, Arizona: AZ HSI Consortium.
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  Considering that Spanish is the second language with most native speakers worldwide (Ethnologue, 2023), and the second most spoken language within the United States (ACS, 2022), it is reasonable to ask what we are doing to maintain and promote this linguistic richness being the University of Arizona a Hispanic Serving Institution. Different from literature, language is a living entity that changes according to its speakers’ needs as the use surpasses the norm. As a result, innovative non-binary forms (latinx/latine) emerge from native speakers to represent identities commonly reduced to a feminine-masculine binary (latina/latino). Although institutions such as the Royal Spanish Academy (RAE) discourage the innovative forms, and language textbooks and manuals are not up-to-date, language is not static and its users deserve representation. Therefore, this session presents an in-progress project titled “Building a Repository for Inclusive Spanish Language (SIL) to Develop Resources For Best Practices and Pedagogical Implementation”, awarded with a faculty research grant of the Institute for LGTBQ+ Studies, which seeks to (1) identify patterns of use and form as well as speakers’ attitudes towards inclusive Spanish language to (2) draft an Inclusive Spanish Language grammar, which seeks to foster recognition and validation of practitioners’ and learners’ diverse indentity/ies, particularly within Spanish as additional language learners and heritage learners of Spanish classroom; (3) develop multiliteracies/multimodal-approached instructional materials, and broadly (4) design a best practices to implement inclusive Spanish language booklet to the HSI nationwide in the U.S. Presenters will engage participants in discussion on challenges and possibilities for ISL.
• Henao-Munoz, J., Torres Cirina, D., & Guzman Hernandez, L. A. (2023, Spring). Inclusive Language in the Spanish as a Heritage Language Classroom. 10th National Symposium On Spanish As A Heritage Language. Cambridge, MA: Harvard University.
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  In the last decade, inclusive use of Spanish language has been the focus of attention for exposing innovative and non-normative forms (-@, -e, -x) (Acosta Matos, 2016) to raise awareness of inclusive and non-binary gender identities (e.g. latino, latina > latin@, latine, latinx) particularly on Social Media (Twitter, Instagram, Youtube, among others) from users, who are native and heritage speakers of Spanish. Although Spanish is considered a (binary-)gendered language, that according to the linguistic norm and simplifying its Latin roots, its nouns are either masculine or feminine, and gender agreement occurs with adjectives, determiners, and some pronouns and quantifiers), the innovative and non-normative forms presents opportunities for the additional and heritage language classroom; particularly for those learners - and practitioners - whose gender identify/ies are not necessarily binary, but instead, their identity/es fall/s under the non-binary umbrella. While Real Academia Español discourages this “alienated” use (RAE, 2020), from a sociolinguistic perspective, language use overpasses the linguistic norm, meaning that there may be language phenomena of variation and (on-going)change in this use that benefit not only additional language learners (Fernandez, 1994), but also the Heritage language experience (Leeman & Serafini, 2016). In this presentation, we first introduce an extract of a repository focused on Spanish Inclusive Language, distinguishing its components and discussing different forms and uses followed by presenting some strategies to introduce these innovative forms organically in the Heritage Language classroom. Finally, we then discuss in detail the opportunities and challenges of expanding our linguistic repertoires to seek more equitable and representative teaching and learning practices.
• Henao-Munoz, J. (2022, Fall). Drafting a Gender-Inclusive Spanish Grammar: From the (Social) Media and (Previous) Research Towards the Additional Language Classroom. LGTBQ+ Faculty Lighting Talks. Tucson, Arizona: Institute for LGTB Studies.
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  The Spanish inclusive / non-binary forms (-@, -x, -*, -i, -e) seem like a relatively new linguistic paradigm in Spanish language. Hence, there is a salient need to determine and unify its usages and forms and develop pedagogical implementations within the additional language classroom. Therefore, this inquiry identifies and summarizes social and mass media artifacts (tweets, opinion letters, columns and articles on journals, institutional statements, among others.) as well as previously published research referring to non-sexist, non-binary, inclusive Spanish language use both chronologically and thematically by identifying positions, key concepts, methods, and findings in order to draft them onto a descriptive gender-inclusive Spanish grammar focused on stakeholders questions such as:  What is gender, and why does it matter? How do native speakers of Spanish use inclusive/non-binary forms?  What do Twitter users, columnists, and institutions think about this paradigm? What has the previous research found?  How might Spanish inclusive/non-binary language use affect additional language teaching and learning? By drawing connections between Twitter users, opinion columns, and institutional statements, as well as previous research findings, this inquiry provides a chronological perspective, drafts a gender-inclusive Spanish grammar, and suggests directions for future research.
• Henao-Munoz, J. (2022, Fall). E-Portfolios in the additional language classroom: A space to enhance reflection of lifelong learners.. Taller de Maestres. Tucson, Arizona: Department of Spanish & Portuguese.
• Henao-Munoz, J., Guzman Hernandez, A., & Torres Cirina, D. (2022, Summer). Translation in the Language Classroom: Intersections of (Machine) Translation in the Additional and Heritage Language Classroom. American Association of Teachers of Spanish and Portuguese AATSP 104 Conference. San Juan, PR.
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  The panel presentations offer the audience 1. an overview of the last decade research on translation technologies and its intersection with the additional language classroom, 2. a discussion on how translation is implemented within the additional language (Spanish and French) classroom focusing on the actors (instructors and students) and factors (textbooks and syllabi) in post-secondary education, and 3. present the organic application of online translation tools by heritage speakers of Spanish within writing courses.

Others

• Henao-Munoz, J., Henao-Munoz, J., Hill, J. C., Hill, J. C., Croman, C., Croman, C. M., Thomas Jones, D. L., & Thomas Jones, D. L. (2023, May). UNIV Assessment Team - Narrative & Assessment Plan. UNIV Program. https://docs.google.com/document/d/11MMAy0lC22jYL762jzp30MR02EFlC-KF4j3HU0fn_Ec/edit?usp=drive_link
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  The UNIV Assessment Team (Spring 2023) aims to design / develop an assessment plan focused on two (2) curricular aspects: 1. the Course Learning Outcomes (CLOs) of UNIV 101 (5 CLOs) and UNIV 301 (4 CLOs), entry and exit courses respectively; and the General Education e-Portfolio, a meaning-making space, that seeks to demonstrate the accomplishment of the
• Henao-Munoz, J., Parkman, A. L., Austin, M. W., Serratos, A. E., Heileman, J., & Fuller, K. N. (2023, December). UNIV 101 - CLO5 Assessment Tool (Pilot). UNIV Program. https://docs.google.com/document/d/1VaMAO-aYwzGbod7HF3IC7IsspduOyc5tOmSf9TTi_jU/edit?usp=sharing
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  This assessment tool seeks to collect and analyze data from first-year/first-gen students enrolled in UNIV 101. Following the UNIV Program assessment plan, it is focused on the assessment of the UNIV 101 Course Learning Outcome 5 - Reflect on the interrelatedness of your general education, academic major(s) and minor(s), academic behaviors, and general well-being. It will be trained during Spring 2024 on UNIV 101 courses led by FT faculty members and review over the summer to be finally carried out in Fall 2024.