In this exploratory case study, I take a constant comparative methods type approach to exploring a shift in second language acquisition (SLA) away from approaches built on the assumption that language participants in the U.S. are monolingual English speakers (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005), with little initial investment in the language or its culture (Rivera-Mills, 2012; Valdés, Fishman, Chavéz, & Pérez, 2006). This bias has entrenched a monolingual speaker baseline for statistical analysis within many experimental designs (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005). Further, I redress this methodological bias by applying sociocultural theoretical (SCT) (Vygotsky, 1986) approaches to investigating Spanish heritage language learners (SHLLs). Heritage Language Acquisition (HLA) has an established tradition of situating its research within socio-cultural context when considering language-learning phenomena, laying groundwork for relating these contextual factors to the issues in delivering pedagogically sound HL instruction. Ducar (2008) identifies a specific gap in HLA literature, where HLL voices are underrepresented and Valdés et al. (2006) further highlights the need for the development of resources and strategies for accommodating HLLs specifically. I attempt to fill these gaps under SCT by using qualitative methods that incorporate HLL voices into the broader HLA discussion (Ducar, 2008). I take a bottom up approach to resource and task design targeted to serve Spanish heritage language learners (SHLLs) in the U.S. by first surveying the population’s backgrounds and motivations at universities that serve an over 20% student body of Hispanic/latin@ students. Next, I propose a supplemental resource whose agile design is able to adapt to the unique needs of these SHLLs. Further, I investigate in what ways one technological resource, the virtual world Second Life (SL), may be adopted to meet Spanish HLL (SHLL) needs. In this second part, I analyze how one SHLL, who I will refer to as David, used this SL resource. I was guided in this analysis by asking: “In what ways does differentiating HL instruction with SL afford identity mediation through symbolic artifacts within SL?” and “In what ways can task design and extension activities be adapted to meet specific SHLLs’ needs without overly constraining their creative language use or the open format of SL?”. I do this by first taking a snap shot via anonymous survey of 47 SHLLs across the U.S., attending 133 universities with a high level of undergraduate latin@/Hispanic students (20% or higher) that offer concentrations in Spanish (see http://www.collegedata.com). The respondents needed to be currently enrolled in a course advancing them beyond the Novice High level of proficiency as defined by ACFTL (2012). My analysis and discussion of these responses is organized around trends illuminated with descriptive statistics in their backgrounds and then motivations. Finally, I draw on open ended responses to create a qualitative analysis and present vignettes that highlight SHLL voices, while exemplifying trends found through word count analysis and axial coding of the data. Next, I explore the case of a single SHLL, reporting a familial connection to the language and studying intermediate Spanish at a university in the U.S, and his experience with SL. My analysis of David’s case draws on data from a pre-survey that was designed to elicit data on his background, align discussion with established criteria for matching HLL backgrounds to learning needs, and elicit his emic perspective about using SL to study his HL. Additionally, the community of inquiry framework (COI) (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008) guided me in meticulously designing SL tasks that elicited data about David’s engagement with the SL environment, its affordances, and the HL. These also provided insights into what ways that he chose to expand or deepen his command of the HL. I coded these data with Dedoose, a qualitative research tool, using a three-stage coding process similar to axial coding, building code trees and constantly relating themes to one another until saturated thematic categories emerge. I build a critical discussion of what this coding process reveals in relation to the case-study’s research focuses above, the guiding research questions, and relate the resulting findings to possible implications for teaching Spanish to SHLLs in the U.S., instructional design for this population within specific intuitional constraints, and for task design that leverages specific affordances that SL may offer SHLLs. In Part I, I present a rationale for introducing two new research questions to help guide my investigation of the survey of 47 SHLLs: “In what ways do SHLL motivations for studying their HL differ and how might these motivations be best accommodated through instructional design?” and “In what ways do SHLL backgrounds differ and influence their objectives for studying their HL?”. I then used these research questions to analyze these data and weave a discussion. At the beginning of each stage of this analysis I explain the methodology behind the analysis and the generation of any figures or tables that helped me in interpreting the data and answering the research questions. Ultimately, I create vignettes to highlight SHLL voices (Ducar, 2008) and weave a narrative grounded in the major trends and themes sown together throughout the chapter. In Part II, I present rationale for modifying my original three research questions, removing the second one completely due to lack of data: “In what ways do SHLL backgrounds differ and influence their objectives for studying their HL?” and “In what ways do SHLL motivations for studying their HL differ and how might these motivations be best accommodated through instructional design?”. I interweave my exploratory analysis and discussion about David’s background and motivations with that of the previous chapter to related David’s case to the larger data set. Further, I use the COI framework (Garrison, Anderson, & Archer, 2000, 2001) and Dörnyei’s (1994, 2005, 2009, 2014) work on motivation to analyze my instructional design in relation to David’s experience within the SL Lab. I analyze David’s motivational attractor states from a qualitative perspective as he progressed through to completion of the lab and compare motivational factors between David and pilot study participants. Based on these findings I offer some recommendations for both revising the proposed resource’s design and for the design of other resources that might capitalize on what I have learned during the course of this investigation. During the course of these investigative efforts I also encountered some challenges and surprising rewards. I reserve a section of this study to discuss some of these challenges, such as institutional barriers, demands on student time, strains on student motivation, and instructional design adaptations that frequently failed to address these challenges despite being research supported approaches. I correspondingly recount how these challenges coupled with moments of collegial collaboration to help both myself as a researcher and the project to grow, persevere, and adapt during the long course of the investigation. It is my sincere hope that sharing this personal perspective provides greater context to the study and insight for other researchers that would take on similar research endeavors.

Cette thèse porte sur la valorisation du patrimoine marbrier des Pyrénées grâce aux technologies mobiles et se propose d’interroger le rôle de l’historien de l’art dans le développement de ces activités sur les territoires. Les marbres des Pyrénées sont abordés comme ressource géologique dont l’exploitation a façonné les paysages de la montagne et composé les architectures de palais royaux ; ces marbres intègrent le patrimoine sous toutes ses formes, du matériel à l’immatériel. Leur valorisation est multiforme, convoque les notions de paysage et de développement durable et interroge celle du terroir. D’un point de vue patrimonial, les technologies mobiles offrent de nouveaux moyens de médiation. Elles ouvrent ainsi de nouvelles perspectives, dont peuvent se saisir les acteurs impliqués dans la valorisation. Grâce au soutien de la société Camineo, spécialiste de médiation multimédia mobile, deux projets ont été déployés en regard l’un de l’autre : dans les Pyrénées et au domaine de Trianon à Versailles. Ils permettent de questionner l’apport de l’histoire de l’art à la production de récits de médiation patrimoniale et, plus généralement, au regard porté sur l’environnement. / This thesis focuses on the enhanced promotion of the the French Pyrenees’ marble heritage through the use of mobile technologies. It aims to question the role of the art historian in the development of these activities on such territories. The quarrying of these Pyrenean marbles, a valued geological resource, dramatically transformed the makeup of mountainous landscapes and shaped the architecture of royal palaces; these marbles are an integral part of our heritage, in both tangible and intangible forms. Their promotion is multifaceted, invoking our perception of the landscape, of sustainable development, and of the concept of terroir itself. From a heritage point of view, mobile technologies offer new channels for cultural mediation. They therefore open up new avenues which can be seized upon by those involved in the promotion of this patrimony. Thanks to the support of Camineo, a company specialising in the interpretation of the marble heritage through mobile technologies, two projects were led in conjunction: one in the Pyrenees and the other on the Domaine du Trianon in Versailles. This has enabled us to question the contribution of history of art in the production of outreach material about this heritage, and more generally, on our perception of the environment.

A Política de Patrimônio Imaterial no Brasil foi instituída em 2000. Desde então bens intangíveis são registrados como patrimônio cultural imaterial e ao Estado cabe garantir a salvaguarda destes, assegurando continuidade, fruição e sustentabilidade. A Roda de Capoeira e o Ofício de Mestre foram registrados como Patrimônio Cultural Imaterial do Brasil, em 2008, pelo Iphan Instituto de Patrimônio Histórico e Artístico Nacional. Como preveem as políticas de patrimônio, seguiram-se as ações de salvaguarda. Em 2012, estas foram descentralizadas para as superintendências estaduais do Iphan. Em 2014, a Roda de Capoeira foi inscrita pela Unesco Organização das Nações Unidas para a Educação, a Ciência e a Cultura como Patrimônio Cultural Imaterial da Humanidade. As controvérsias públicas dos últimos anos entre Estado e Capoeira, exibem questões teóricas para antropologia e para as políticas de patrimônio. Os objetivos desta tese são compreender como os capoeiristas conceituam o termo patrimônio, como semantizam o registro e o que esperam das ações de salvaguarda. Por meio da etnografia multissituada e a partir das ações do CGSPR - Comitê da Salvaguarda da Capoeira no Paraná, realizei a pesquisa de campo em eventos de Capoeira, lugares onde as ações para salvaguarda foram desenhadas e realizavam-se, como trocas de saberes e afetos entre capoeiras, entre Iphan e Capoeira. A tese divide-se em duas partes, como forma de remontar uma roda; na primeira parte o registro, na segunda a salvaguarda, com a intenção de demonstrar as especificidades de cada um dos instrumentos de patrimonialização, como complementares em suas intenções. O registro é analisado a partir dos relatos orais dos mestres, de documentos disponibilizados pelo Iphan e da bibliografia de capoeiristas. A salvaguarda é descrita a partir das ações do CGSCPR. Nos traçados da tese revela-se como os capoeiristas semantizam o registro por meio de suas trajetórias pregressas com o Estado e suas memórias não-vividas da escravidão e da criminalização. E esperam da patrimonialização ação, razão e reconhecimento em forma de direitos. Ao conotarem o conceito de salvaguarda os mestres consideram que a Capoeira já foi salvaguardada no século XX, enquanto os mestres morreram à mingua, portanto para estes agora a salvaguarda é esperada. / The Intangible Heritage Policy in Brazil was instituted in 2000. Since then, intangible assets have been registered as intangible cultural heritage and the state is responsible for ensuring their safeguarding, ensuring continuity, fruition and sustainability.Capoeira Circle and the Craft Master of Capoeira were declared as Intangible Cultural Heritage of Brazil in 2008, by the Institute of National Historical and Artistic Heritage (IPHAN). As it is provided in the heritage policies, safeguarding actions were carried out.In 2012, these actions were decentralized to Iphan\'s state superintendencies. In 2014, Capoeira Circle was inscribed by Unesco - United Nations Educational, Scientific and Cultural Organization - as Intangible Cultural Heritage of Humanity.Public controversies of recent years between State and Capoeira, present theoretical questions for anthropology and heritage policies. The objectives of this thesis are to understand how capoeiristas conceptualize the term heritage, how they semanticize the registry and what they expect from the actions of safeguarding. Through the multisituated ethnography and from the actions of the CGSPR (Capoeira Safeguarding Committee) in Paraná, I conducted field research at Capoeira events, places where safeguarding actions were designed and carried out, as exchanges of knowledge and affections between capoeiras, between Iphan and Capoeira. The thesis is divided into two parts, as a way of reassembling a Circle, the first part is the registry, the second is the safeguarding, meaning to demonstrate the specificities of each of the instruments of patrimonialization, as complementary in their intentions. The registry is analyzed from the oral reports of the craft master of Capoeira, documents made available by Iphan and the bibliography of capoeiristas. The safeguarding is described from the actions of the CGSCPR. In the traces of the thesis it is revealed how the capoeiristas semantize the registry by means of its previous trajectories with the state and its \"memories unlived\" of the slavery and the criminalization. And, they expect from the patrimonialization action, reason and recognition in the form of rights. In connoting the concept of safeguarding, the masters consider that Capoeira was already safeguarded in the 20th Century, while the masters morrem à mingua (to die without assistance). Therefore, safeguarding is expected to these present Mestres.

Migration flows have created various educational needs worldwide. One such is HeritageLanguage Education as people claim their right to connect with their cultural, traditional,religious and linguistic background while they reside abroad. Ethnic communities haveestablished settings in which they aim to sustain their ethnolinguistic capital. The presentthesis explores how heritage language teachers perceive their role in two HeritageLanguage Community Schools, in Athens and in Stockholm. Based on a qualitativedesign, the research focuses on sociolinguistic phenomena such as language use andmaintenance, and ethnic identity creation. Data were collected in Athens and Stockholmthrough semi-structured interviews with nine teachers. The analysis of findings revealsself-perceptions of teacher role that include cultural and linguistic connotations. Teacherscontribute to language use and maintenance and to some extend to ethnic identityformation. Teacher practices and experiences strive not only for linguistic developmentbut for group’s ethnolinguistic vitality as well. The study concludes that there is a needfor further research on teachers of Heritage Language Education since the topic has notgotten the attention it deserves.

Key words: Prague, Budapest, guidebook, heritage trail, socialist heritage, built heritage Abstract: The thesis focuses on the heritagization of the socialist heritage: how the representation of socialist heritage has changed over years since the emergence of the socialist modernist architecture in East-Central Europe and how the approach towards socialist heritage is currently changing in the wake of the heritagization process. An asymmetrical comparative analysis of Prague and Budapest highlights the similarities and differences in the two cities' history, particularly in the socialist era. The choice of the cities was based on the facts that both cities are historical capitals, and neither Budapest's nor Prague's old town was changed dramatically during the Socialist period. The research deals with the heritagization process of socialist heritage from two angles: it combines analytical and practical aims. The theoretical part of the thesis deals with the heritagization process of socialist heritage, the history of guidebooks and the emergence of heritage trails as important part of the new tourism approach. On the analytical level, the thesis focuses on the visual analysis of the presentation of socialist architecture in guidebooks and the promotion for the socialist heritage before and after the change...

Traditional sailing ships, as opposed to vernacular boats, evolved to consist of certain types of vessels that couldbe produced in the same way in different countries and were also sold between countries. They were usuallyengaged in longer voyages which often resulted in an international crew. The traditional sailing ships that sailinternationally today are still characterised by international crews. In my thesis I argue that traditional Westernsailing ships are part of a historically transnational maritime culture, and that their significance as transnationalcultural heritage lives on today. At the same time, traditional sailing ships have much to contribute to todays andfuture society. They are kind to maritime life, while proving to be useful instruments for achieving better mentalhealth, teamwork, and learning seamanship. Unfortunately, the great potential and importance of traditional shipsas transnational cultural heritage is rarely acknowledged, as today's heritage discourse is still strongly influencedby the hegemonic cultural discourse that author Laurajane Smith calls Authorised heritage discourse.Furthermore, today's maritime rules create both practical and economic difficulties for traditional sailing ships,as today's maritime rules are written for modern motorised ships that have completely different physical andeconomic conditions. Through interviews with primarily employees on the ships Götheborg and Tres Hombres,it appears that the greatest challenges are linked to the national regulations, and that there is a great need forpoliticians and officials to get involved in creating rules that are adapted to traditional ships. In addition, moremaritime officials with knowledge of sailing vessels are needed to achieve better safety when handling traditionalsailing vessels.Since traditional sailing ships often sail internationally, it is important that the regulations in different countriesare harmonised. One conclusion is that this is something that should be dealt with by the EU as the activities ofsailing ships are a common transnational cultural heritage that can contribute to more cooperation between theirmember countries and to strengthen international relations. / Traditionella segelfartyg till skillnad från allmogebåtar, utvecklades till att bestå av vissa fartygstyper som kundeproduceras på samma sätt i olika länder och även säljas mellan länder. De var oftast engagerade i längreseglingar vilket gärna ledde till en internationell besättning. De traditionella segelfartyg som seglar internationelltidag är fortfarande präglade av internationella besättningar. I min uppsats argumenterar jag för att traditionellavästerländska segelfartyg är del av en historiskt nationsöverskridande maritim kultur, och att deras betydelsesom nationsöverskridande kulturarv lever vidare än idag. Traditionella segelfartyg har samtidigt mycket att bidramed till dagens och framtidens samhälle. De är skonsamma mot havsmiljön, samtidigt som de har visat sig varaanvändbara instrument för att uppnå bättre psykisk hälsa, samarbetsförmåga, och att lära sig sjömanskap.Tyvärr uppmärksammas sällan traditionsfartygens stora potential och vikt som nationsöverskridande kulturarv,eftersom dagens kulturarvsdiskurs fortfarande är starkt präglad av den hegemoniska kulturdiskurs som forskarenLaurajane Smith kallar för Authorised heritage discourse.Samtidigt skapar, dagens regler för sjöfarten både praktiska och ekonomiska svårigheter för de traditionellasegelfartygen eftersom dagens sjöfartslagstiftning är skriven för moderna motordrivna fartyg som har helt andrafysiska och ekonomiska förutsättningar. Genom intervjuer med i första hand anställda på fartygen Götheborgoch Tres Hombres, framkommer att de största utmaningarna är kopplade till de nationella regelverken, och attdet finns ett stort behov av att politiker och tjänstemän engagerar sig i att skapa regler som är anpassadetraditionella fartyg. Samtidigt behövs det fler maritima tjänstemän med kunskap om segelfartyg för att kunnauppnå bättre säkerhet vid hantering av traditionella segelfartyg.Eftersom traditionella segelfartyg ofta seglar internationellt är det viktigt att regelverken i olika länderöverensstämmer. En slutsats är att detta är något som borde behandlas av EU då segelfartygen är ettnationsöverskridande kulturarv som kan bidra till mer samarbete mellan deras medlemsländer och styrkainternationella relationer.

This paper explores heritage killing in the practice of Grindadráp (pilot whale hunting),revealing its relevance to Faroese regional identity. My aim is to identify ‘heritage killing’ inthree aspects; killing is heritage, heritage kills, and heritage is being killed to show the role itplays in the heritage practice of Grindadráp and in turn, how all the different aspects of ‘heritagekilling’ can influence the Faroese identity. I will use the qualitative method of one-on-one subjectinterviews to acquire; beliefs, values, rituals and traditions of the Faroese people, gainingvaluable indigenous data. In this research process, uncovering the people of the Faroe Islands tobe authentically; nature-based, socially bonded within their community, and sustainable intraditions which make up their identity.

The aim of this study is to explore the role of authenticity in heritage festivals in Korea. It compares and critically evaluates the commodification of heritage festivals in Korea by investigating the tourists’, the performers’ (ethnic community) and the policy makers’ perceptions of authenticity based on comparative case studies and detailed empirical investigations of two contrasting heritage festivals in Korea. As one of the most debated issues in heritage tourism, authenticity has been an important topic of discussion. However, current authenticity research has been dominated by the naturalistic tradition with a strong emphasis on theory building. This study addresses the gap between conceptual and detailed empirical research in the area of authenticity. Therefore, this study identified stakeholders; visitors, performers and policy makers’ perception of authenticity in two comparative cultural heritage festival. The Baudeogi Festival in Anseong was selected as the first case study as it is representative of a commodified heritage festival. The Baudeogi Festival was started under deliberate government strategy in 2001 to promote local development. The second cases study, the Danoje Festival in Gangneung, was selected as representative of ancient forms of festivals. The Danoje festival is preserved and inherited from generation to generation for centuries by the local community and was registered as world intangible heritage by UNESCO in 2005. 800 visitor surveys were conducted with 17 interviews from festival performers and policymakers in both case festivals to identify their motivations for participating and their perceptions of authenticity. Several important findings emerged. Firstly, visitors’ characteristics at both festivals showed slight differences reflecting the character of the local area. Danoje visitors were younger than Baudeogi visitors while most Baudeogi visitors were with a family group whereas Danoje visitors also had a considerable number of friend/colleague groups. Regarding motivation, Baudeogi visitors generally showed stronger motivation than Danoje visitors about heritage festival visitation. The motivation to visit heritage festival were reduced through factor analysis to four each dimensions: cultural learning; escape/family togetherness; the need for authenticity; and enjoyment/socialisation factor at Baudeogi while enjoyment/novelty authenticity/cultural learning, family togetherness escape/socialisation were divers to those attending in the Danoje Festival. Secondly, authenticity was understood differently by stakeholders. Among visitors’ motivation, existential authenticity was identified as a strongest predictor for overall satisfaction from both festivals. Otherwise, performers and policy makers largely showed objective-related authenticity providers of the festival. However, there were tactical variations: performers and policy makers displayed existential authenticity as a means of engineering visitor satisfaction. Furthermore, the commodified Baudeogi festival was commonly perceived as staged authenticity (Cohen 1979) by visitors, where performers and local government viewed it as real in a staged setting whereas central and regional government perceived it as contrived authenticity, as a staged festival. In contrast, Gangneung Danoje Festival was perceived as an authentic experience by all levels of governments and by performers as real in a real setting, while it was perceived as denial of authenticity by visitors as staged festival. This result indicated that the perception of authenticity was identified as depending on personal judgement (Cohen 1988). Finally, through linear multiple regression analysis, visitors’ motivation and perception of authenticity was identified as an influence to visitors’ post-trip behaviours (satisfaction, recommendation and revisit). For the Danoje Festival, visitors’ perception of authenticity showed effective causal relationship to visitors’ intention of recommendation. Also, visitor satisfaction more strongly affected to intention of recommend and revisit. Keywords: Local Cultural Heritage Festival, Perception of Authenticity, Commodification, Stakeholders, Motivation, Satisfaction

The following thesis argues that in order to reach underrepresented communities, preservation efforts must be engaged at the local level. A way to begin to do this is to utilize analytical methods that find value in the ordinary and affirm the dynamic and referential character of buildings and the values we ascribe to them. Applying these methods to increasingly challenging preservation projects can help shape a broader yet more acute representation of our shared heritage. The thesis begins with a review of the American Latino Heritage Initiative within the framework of the Westside neighborhood of San Antonio, Texas. Intended as a large-scale effort to bring attention to the role of “Latinos” in the U.S., the initiative is evaluated for its efficacy at the local level. The interface of national goals and local needs, general characterizations and specific qualities, and standardized processes with particular circumstances brings forth the challenges of preserving places, which the current preservation system was not designed to protect. Mexican and Mexican American communities established an important cultural and physical center in San Antonio at the beginning of the 20th century. While some of the physical remnants of this rich history have been lost, others endure in the people and buildings that inhabit the Westside. Valuable local preservation initiatives have helped record their stories and highlight their significance. Nevertheless, formal preservation organizations have, until recently, failed to recognize the significance of the Mexican American heritage of the Westside. In recent years, the San Antonio Office of Historic Preservation and local groups have collaborated to begin to designate landmarks in the Westside. This thesis examines five of these buildings with the intent of identifying what makes them stand out as important landmarks in the community. Analytical mapping considers the spatial relationships between the buildings and their surrounding areas, and temporal mapping examines the change in use of each case study. A typology of values is generated from this analysis categorizing the distinguishing characteristics of the buildings. Together these exploratory methods start to define a language that goes beyond historical and aesthetic significance to recognize social, cultural and use values.

Packer and Goicoechea (2000) and Wortham (2006) propose that academic learning is both personal and social transformation. This transformation is continuously negotiated through classroom interaction and curricular choices. The current ethnographic study of an urban southwestern charter high school investigates academic learning in two contexts: a Spanish heritage-language (SHL) class and a humanities class.The study examines Mexican-origin students' resistance to studying their ancestral language. From the first day of their SHL class, students refused to speak Spanish (despite their proficiency), rejected published Spanish-language materials, and acted out. Student resistance was rooted in their perceived lack of relevant tasks and materials, teacher-respect for their home language and culture, and student belief that learning "proper Spanish" could threaten social and familial relationships (see also Fordham & Ogbu, 1986; Labov, 1972a; Mehan, Hubbard, & Villanueva, 1994).The resistance of the heritage language learners contrasts sharply with the engagement of the same students in their Humanities course in which students connect enthusiastically with subject matter and instructor. Findings suggest that engagement was fostered through the teacher's strict adherence to the principles of place-based learning (Gruenewald, 2003a, 2003b), critical democratic pedagogy (Shor, 1992), and the instructor's teacher ethos.Latinos have the greatest high school dropout rate in the United States while simultaneously being the largest growing demographic group (Carreira, 2003; "US Census Report," 2004; Waggoner, 2000). The pairing of these two statistics should draw alarm. Thus the study of Latino student engagement and resistance to academic learning is crucial for understanding this problem as well as exploring what pedagogies hold most promise. In terms of HL instruction, analyses reveal that a critical place-based approach to heritage-language instruction holds such promise.