Heritage speakers and second language (L2) learners present diverse needs in the language classroom. Despite this, Spanish language curricula across the country tends to solely tailor to the needs of L2 learners, thereby neglecting heritage speakers’ distinct linguistic profiles. In collaboration with St. Cecilia, a Catholic elementary school in St. Louis City, this “Curriculum of Co-Learning” endeavors to do the opposite, adapting an affective perspective that both recognizes and honors the complex identities of both student populations. Its analysis of St. Cecilia’s unique linguistic potential is rooted in scholarship on dual immersion, bilingual pedagogy, and social justice; resulting in a series of recommended actions that would continue transforming the school to better address the needs of all its students, Spanish heritage speakers (an estimated 75% of the student body) and L2 learners (est. 25%) alike.

This collaborative effort began in Fall 2021 as a service-learning project. From this very start, “El Currículo…” has modeled the methodology of community-based participatory research (CBPR), treating students, teachers, and administrators as co-learners and experts in their own experiences. Likewise, this project has changed significantly since its inception, all in respect to the evolving needs, priorities, and questions of St. Cecilia’s community. “El Currículo de Co-Aprendizaje” focuses just as much on this collaborative research process as it does on the results of the investigation, knowing the value of such community partnership to be paramount.

Theresa would like to thank Adria Gutiérrez Concannon, Dr. Christina García, and the Saint Cecilia School and Academy community for all the guidance, support, and love they shared with her throughout this project.