BOOKS

Beaudrie, S. M. & Loza, S. (2023). Heritage language program direction: Research into practice. Routledge. 

https://www.routledge.com/Heritage-Language-Program-Direction-Research-into-Practice/Beaudrie-Loza/p/book/9781032190013

EDITED BOOKS

Schwartz, A., Magaña, D., Grammon, D. & Loza, S. (in press). Aquí se habla: In conversation with local and personal Spanish language education. De Gruyter Mouton.

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

PEER REVIEWED CHAPTERS AND ARTICLES

Flores, J. R., Gómez-Becerra, J. J., & Loza, S. (in press). A Chicana/o De-Colonial Praxis for the SHL classroom: Where colonial language meets decolonial pedagogy/epistemology. In A. Schwartz, D. Magaña, D. Grammon & S. Loza (Eds.), Aquí se habla: In conversation with local and personal Spanish language education (pp. 0). De Gruyter Mouton.

Loza, S. (in press). Introduction: Embodied knowledge and institutional knowledge. In A. Schwartz, D. Magaña, D. Grammon & S. Loza (Eds.), Aquí se habla: In conversation with local and personal Spanish language education (pp. 0). De Gruyter Mouton.

Loza, S. (2024b). “Did you have some kind of blow to the head?”: Spanish heritage language learners, language ideologies and oral corrective feedback. Linguistics and Education. https://doi.org/10.1016/j.linged.2024.101380 

Grammon, D. & Loza, S. (2024). Missed opportunities: Oral corrective feedback, heritage learners of Spanish, and study abroad in Peru. Heritage language journal, 21(1), 1-29.  doi:10.1163/15507076-bja10025

Loza, S. (2024a). Critical language awareness for all: Including receptive learners’ voice in the SHL classroom. In L. Padilla & R. Vana (Eds.), Representation, inclusion and social justice in world language teaching: Research and pedagogy for inclusive classrooms (pp. 1-15 pp.). Routledge.

Zalbidea, J., Pascual y Cabo, D., Loza, S. & Luque, A. (2023). Spanish Heritage Language Learners’ Emotions in the Classroom: Exploring the Impact of Teacher-focused Factors. Studies in second language acquisition, 45(4), 979-1003. https://doi.org/10.1017/S0272263123000025   

Cerrón-Palomino, A., Loza, S. & Vana, R. (2023). What pre and post Arizonian statehood newspapers tell us about subject expression. Languages, 8(1), 1-15. http://dx.doi.org/10.3390/languages8010025

Loza, S., Padilla, L., & Vana, R. (2022). 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).Routledge.

Loza, S. (2022b). 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   

Loza, S. (2022a). 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). Routledge.

Beaudrie, S. M. & Loza, S. (2022). The central role of critical language awareness in SHL education in the United States. In S. M. Beaudrie & S. Loza (Eds.). Heritage language teaching: Critical language awareness perspectives for research and pedagogy (pp. 3-18). 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, 32(1), 39-57. https://doi.org/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. https://doi.org/10.1080/19313152.2020.1753931 

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). Brill. 

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), 133-152. https://doi.org/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. https://doi.org/10.1177/02655322198442

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. https://doi.org/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.  

SELECTED PRESENTATIONS

2024 Plenary speaker. Hispanic Linguistic Symposium. University of Nebraska, Omaha. https://www.unomaha.edu/foreign-languages/hispanic-linguistics-symposium/index.php

2024 Keynote speaker. Graduate Conference, Hispanic Literature and Linguistics Conference.Arizona State University, Tempe.

2022 Keynote speaker. 9^th National Spanish as a Heritage Language Symposium, Florida State University.  https://9nsshl2022.fsu.edu/keynote-speakers

2022 The critical turn in the field of Spanish heritage language education. Heritage Language Learning Symposium. The University of North Carolina Charlotte. https://heritagelanguagelearning.charlotte.edu/symposium