Guideline 1
Students are able to see and hear their varieties of Spanish represented in the materials.
Guideline 2
Students’ Spanish varieties and abilities are the foundation for scaffolding and amplifying their use of Spanish for distinct purposes and genres.
Guideline 3
Heritage language learners are supported in their language development, with increasing levels of complexity in language practices, analytical skills, and conceptual understandings as units progress.
Guideline 4
Spanish materials portray realistic and positive images and illustrations of Latine children and their cultures and avoid stereotypes.
Guideline 5
Spanish materials distinguish and include the diversity in U.S. Latine cultures associated to their particular heritages.
Specifications for Guideline 5
Specification 5A
Geographical regions (such as the Caribbean, Mexico, Central America, South America, etc.) are represented in the resources.
Specification 5B
Differences among individual countries/ territories, and also within those countries (such as differences between rural vs. urban; diversity in racial and ethnic backgrounds; social class and occupations, etc.), are represented in the resources.
Guideline 6
Spanish materials represent indigenous languages and cultures from Latin America and the U.S. Indigenous children are given regular opportunities to share their language throughout units of study
