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Language and Literacy Education Commons™
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- Spanish (8)
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Articles 31 - 60 of 183
Full-Text Articles in Language and Literacy Education
Communicative Online Language Teaching In Disruptive Times: A Redesign Of The Introductory Spanish Curriculum, Victoria Russell, Peter Swanson
Communicative Online Language Teaching In Disruptive Times: A Redesign Of The Introductory Spanish Curriculum, Victoria Russell, Peter Swanson
Dimensions
In this article, the authors describe the redesign of a first-semester Spanish course at the United States Air Force Academy due to the COVID-19 crisis and the subsequent transition from traditional, face-to-face instruction to fully online language teaching during the fall of 2020. More than 200 learners were enrolled across 11 course sections that were taught by eight different instructors who were required to use the same syllabus, learning platforms, lesson plans, and assessments under the supervision of a course director. The developers integrated a series of pedagogical interventions—such as online integrated performance assessments, lessons and content that were infused …
The Start Here Module: Creating A First Day Impression In An Online Language Class, Sabrina Wengier
The Start Here Module: Creating A First Day Impression In An Online Language Class, Sabrina Wengier
Dimensions
Students gain a lasting impression of a course and of the instructor on the first day of class (Lang, 2019). In asynchronous online or hybrid classes, the equivalent of the first day of class is the Start Here module. This orientation module should contain essential information about class expectations and technology requirements and provide help and accessibility resources. However, it is also the first opportunity for the instructor to establish a community of inquiry (Garrison et al., 2000) through a strong teaching presence, social presence, and cognitive presence. The Start Here module in an online language class is also fertile …
Language Through An Unfiltered Lens, Paula Garrett-Rucks
Language Through An Unfiltered Lens, Paula Garrett-Rucks
Dimensions
SCOLT Dimensions Volume 56
L2 Classroom Willingness To Communicate As A Predictor Of Participatory Behavior, Ashley Shaffer
L2 Classroom Willingness To Communicate As A Predictor Of Participatory Behavior, Ashley Shaffer
Dimensions
In the context of language instruction and learning, willingness to communicate (WTC) is an important factor in learners’ language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focused on trait and state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two and particularly how it manifests in classroom interaction. This study investigated such differences by examining learners’ self-reported WTC as trait-related and observed WTC as state-related. It compared WTC in both a teacher led and a peer led activity. Triangulated data were …
Perceptions And Practices In Language Teaching: A Survey Of Experts In Literary And Cultural Studies, Justin P. White, Andrew J. Demil, Geraldine Blattner
Perceptions And Practices In Language Teaching: A Survey Of Experts In Literary And Cultural Studies, Justin P. White, Andrew J. Demil, Geraldine Blattner
Dimensions
This study serves as a follow-up to VanPatten’s (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings.
Connections: Exploring Charles Moravia’S Le Fils Du Tapissier: Épisode De La Vie De Molière In The Introductory French Language Classroom, Jacob Abell, Stacey Margarita Johnson
Connections: Exploring Charles Moravia’S Le Fils Du Tapissier: Épisode De La Vie De Molière In The Introductory French Language Classroom, Jacob Abell, Stacey Margarita Johnson
Dimensions
This paper describes one approach to focusing on Connections, one of the five Cs from the World Readiness Standards for Learning Languages, as a means of exposing introductory language students to culturally diverse authentic texts through drama-based pedagogy. Our approach focuses on an instructor working within an established departmental curriculum for introductory language courses. Despite these constraints, the instructor was able to create a two-day instructional sequence that allowed students to interact with each other through their engagement with the work of the Francophone playwright Charles Moravia (1875-1938). The activity sequence was embedded in the grammar and vocabulary presented in …
Yo Hablo El Español De Mi Pueblo: A Conscious Curriculum For The Heritage Language Learner, Gabriela Moreno
Yo Hablo El Español De Mi Pueblo: A Conscious Curriculum For The Heritage Language Learner, Gabriela Moreno
Dimensions
The search for a more comprehensive and conscious curriculum for Spanish heritage language learners and Spanish native speakers (SHL/SNS) is a task that many educators are making a priority due to the diversity in the classroom. This paper focuses on presenting the theoretical framework and approaches that have facilitated SHL/SNS instruction in our institution in the Southwest. The theoretical framework includes a Culturally and Linguistically Responsive (CLR) approach, the World-Readiness Standards for Learning Languages, funds of knowledge, and Pueblo-based pedagogy, followed by activities that have been effective in establishing a conscious curriculum in SHL/SNS pedagogy.
Identifying And Placing Spanish Heritage Speakers: One Program’S Placement Test Approach, Oscar Moreno, Paula Garrett-Rucks
Identifying And Placing Spanish Heritage Speakers: One Program’S Placement Test Approach, Oscar Moreno, Paula Garrett-Rucks
Dimensions
Despite the increasing number of U.S. born Latinos, placing heritage and native speakers in the Spanish curriculum is still a challenge (MacGregor-Mendoza & Moreno, 2020). The present article (a) addresses the unique needs of heritage speakers in the Spanish curriculum; (b) problematizes traditional grammar-based placement exams; and (c) describes a multiple-choice placement exam (free upon request) designed and used at Georgia State University (GSU), a major urban university in the Southeastern U.S. Taking a sociolinguistic approach to the dialectical nature of Spanish, the GSU Spanish Language Program Coordinator developed a placement test based on what students—heritage, native, and non-native—do when …
Focus On Heritage Language Learners, Paula Garrett-Rucks, Linwood J. Randolph Jr.
Focus On Heritage Language Learners, Paula Garrett-Rucks, Linwood J. Randolph Jr.
Dimensions
SCOLT Dimensions Volume 55
University Students’ Experiences In Spanish Heritage Language Programs In The Midwest, Jason A. Kemp
University Students’ Experiences In Spanish Heritage Language Programs In The Midwest, Jason A. Kemp
Dimensions
Historically, Spanish heritage language (SHL) scholarship has had connections to communities with established Spanish-speaking populations (Rivera-Mills, 2012). Regional SHL course offerings expanded in tandem with increases in Spanish-speaking populations, and little is known about students’ experiences in these new and emerging SHL programs. This study investigated the experiences of college students enrolled in SHL courses in the Midwest. Findings suggested a disconnect between the self-reported, sociolinguistic needs of students and the curriculum presented in their SHL classes. For example, some participants believed a link to future careers was missing from the SHL curriculum. Pedagogical implications and future research are discussed.
Heritage Language Learners In A Mixed Class: Educational Affordances And Constraints, Elizabeth Goulette
Heritage Language Learners In A Mixed Class: Educational Affordances And Constraints, Elizabeth Goulette
Dimensions
Despite a general consensus that heritage language learners (HLLs) and second language (L2) learners are best taught in separate classes, they often end up in mixed classes (Abdi, 2011; Burgo, 2017; Draper & Hicks, 2000). To date, however, there remains a lack of sufficient research on how to best support HLLs in mixed classes (Burgo, 2017). In this ethnographic case study, the researcher set out to understand the lived experiences of eighth grade HLLs in a mixed Spanish classroom. The researcher visited a Spanish class over the course of six months during which audio and video recordings captured classroom interactions. …
Writing Strategies To Develop Literacy Skills For Advanced Spanish Heritage Language Learners, Clara Burgo
Writing Strategies To Develop Literacy Skills For Advanced Spanish Heritage Language Learners, Clara Burgo
Dimensions
Heritage language learners (HLLs) need to be exposed to different genres of academic texts (Chevalier, 2004; Correa, 2016) and instructors need to find resources to maximize HLLs’ learning experiences. There are multiple gains in improving HLLs’ writing to create an awareness of the power of the HL through the use of authentic resources with a meaningful goal. Since HLLs should be able to distinguish between registers and genres (Chevalier, 2004), writing chronicles is an effective way to master their communicative competence (Fuentes, 2018). Finally, HLLs’ writing is assessed holistically through rubrics moving from a focus on content to language.
Language, Culture, And Spanish Heritage Language Learners: Reframing Old Paradigms, Patricia Macgregor-Mendoza
Language, Culture, And Spanish Heritage Language Learners: Reframing Old Paradigms, Patricia Macgregor-Mendoza
Dimensions
Traditionally, the curriculum guiding many language programs has centered on the teaching of a “foreign” language to an audience of primarily second language learners (e.g. del Valle, 2014). Such a philosophy has relied on the belief in the existence of a single linguistic standard and an idealized community of native speakers from other countries. The increasing enrollment of Spanish Heritage Language (SHL) learners requires educators to reconsider the efficacy of such an approach in order to better address the needs of today’s student populations. A shift in classroom practices, however, requires a critical evaluation of the ideas that underpin the …
Introduction To Heritage Language Learning: An Interview With María Carreira, María Carreira, Paula Garrett-Rucks, Jason A. Kemp, Linwood J. Randolph Jr.
Introduction To Heritage Language Learning: An Interview With María Carreira, María Carreira, Paula Garrett-Rucks, Jason A. Kemp, Linwood J. Randolph Jr.
Dimensions
Heritage language learners (HLLs) of Spanish are a diverse population of students with diverse needs. Important issues for HLLs include, but are not limited to, sociolinguistics (topics such as translanguaging, language variation), the affective dimension of language learning, the acquisition of new registers (for careers/use in professional/formal settings), literacy, using Spanish to (re)connect with family and community members, linguistic insecurities, identity, culture, and linguicism, just to name a few. HLLs participate in many different program models: dual language immersion schools, traditional second/world language classes, and heritage language tracks when available. It is not an easily accomplishable task; however, language educators—at …
Developing Writing In Spanish Heritage Language Learners: An Integrated Process Approach, Ariana Mrak
Developing Writing In Spanish Heritage Language Learners: An Integrated Process Approach, Ariana Mrak
Dimensions
There is no clear-cut division between orality and literacy (Street, 1993). This idea is central to literacy development in the Spanish heritage language (SHL) context because the opportunities to use heritage language (HL) skills are often oral, not written. Furthermore, the cultural situations that speakers find for their language are less extensive since they are in an environment where their HL is not the dominant language. This paper surveys the research on the writing of SHL learners (SHLLs) and proposes an integrated approach of product, process and post-process writing within a critical pedagogy that allows SHL writers to own the …
Global Initiatives In North Carolina: The Impact On Culturally And Linguistically Diverse Learners, Charlotte R. Hancock, Kristin J. Davin, John A. Williams Iii, Chance W. Lewis
Global Initiatives In North Carolina: The Impact On Culturally And Linguistically Diverse Learners, Charlotte R. Hancock, Kristin J. Davin, John A. Williams Iii, Chance W. Lewis
Dimensions
In 2013, the North Carolina state Task Force on Global Education put forth a goal of preparing students to be globally prepared for the twenty-first century. This study explored, through interviews with officials from the North Carolina Department of Public Instruction (NCDPI) as well as NCDPI’s website, the influence of that global initiative on dual language (DL) programs and the Seal of Biliteracy (SoBL) in the state through the lens of culturally and linguistically diverse learners’ (CLD) involvement. For other states seeking ways in which to increase DL programming and the number of students earning the SoBL while simultaneously ensuring …
Streamlining The Placement Of Spanish Heritage Language Learners, Patricia Macgregor-Mendoza, Gabriela Moreno
Streamlining The Placement Of Spanish Heritage Language Learners, Patricia Macgregor-Mendoza, Gabriela Moreno
Dimensions
The rise in Spanish heritage language and Spanish native speaker (SHL/SNS) learners in language programs traditionally designed for second language (L2) learners has prompted an interest in the development of a more inclusive placement exam for diverse learners. Some practitioners opt for an instrument that compiles a comprehensive profile of the learner’s ability. Taking the perspective of the natural acquisition of SHL/SNS of select linguistic areas as well as background information on the learners’ exposure to Spanish, we developed a simplified placement exam that efficiently identifies learners of different backgrounds and abilities. A one-way ANOVA demonstrates that the small number …
The Reading Comprehension Strategies Of Second Language Learners: A Spanish-English Study, Karen Acosta
The Reading Comprehension Strategies Of Second Language Learners: A Spanish-English Study, Karen Acosta
Dimensions
This study identified the reading comprehension strategies that English-speaking college students enrolled in beginner, intermediate, and advanced Spanish language classes at a major Midwestern university in the United States used to comprehend a text in their second language. The findings suggest that readers tended to use the same comprehension strategies when approaching a text in their second language, regardless of their proficiency level. However, there was a qualitative difference in how these strategies were used by readers of low, middle, and high proficiency in Spanish. Readers of all levels used their first language when reading in their second language.
An Investigation Of Teacher Practices For The Instruction Of French As A Third Language Among Spanish-Speaking Students, Anna Surin, Victoria Russell, Kelly F. Davidson
An Investigation Of Teacher Practices For The Instruction Of French As A Third Language Among Spanish-Speaking Students, Anna Surin, Victoria Russell, Kelly F. Davidson
Dimensions
World Language (WL) instruction in the U.S. can no longer be aimed toward a monolingual English speaker acquiring a second language (L2). Secondary students who take WL courses may speak a variety of languages, bringing their home language and culture into the classroom. Spanish is the second most commonly spoken language in the U.S. and many Hispanic students are enrolled in Georgia public schools, where this research study took place. However, it is presently unknown to what degree WL teachers are equipped to teach a third language (L3) to students who are bilingual or Heritage speakers of Spanish. The authors …
Leaving Lasting Footprints, Paula Garrett-Rucks
Instafrench: An Investigation Of Learner Perceptions Of Social Media And Images To Develop L2 Writing, Julie Carver
Instafrench: An Investigation Of Learner Perceptions Of Social Media And Images To Develop L2 Writing, Julie Carver
Dimensions
Social media has quickly become an integral part of day-to-day interaction for many university students. This exploratory study investigated the use of the social media site Instagram for written discussions in three introductory French classes (n= 83). Specifically, student perception on the role of image as a mediational tool (Vygotsky, 1978) to support writing and reading processes was explored. Findings from survey data showed that participants perceived image to play a role in four areas: their preferences for certain writing topics, their choices to engage (or not engage) in discussion with their peers, their reading comprehension, and their writing. Pedagogical …
Teaching Grammatical Terminology: A Content Analysis Of Popular French Textbooks, Alison Clifton
Teaching Grammatical Terminology: A Content Analysis Of Popular French Textbooks, Alison Clifton
Dimensions
Even in this digital age, as educational technologies are increasingly integrated into teaching and learning, textbooks continue to play a significant role within language classrooms. Many textbooks maintain a traditional approach to presenting grammar, including using grammatical terminology. However, students seem to have little knowledge of these terms, which may make grammar explanations difficult to comprehend. This investigation examines data from eight widely-used beginning-level French textbooks to investigate how grammatical terminology is employed. The findings confirm that grammar explanations in beginning-level French textbooks feature a large number of grammatical terms and many of these terms are not defined. An instructional …
China Through The Lens: Teaching Chinese Language And Culture Through Film, Haning Z. Hughes
China Through The Lens: Teaching Chinese Language And Culture Through Film, Haning Z. Hughes
Dimensions
Foreign language (FL) acquisition requires not only the development of target language skills, but also a cultural understanding of the region and its people. While this article addresses the development of an advanced Chinese language and culture course using film, the principles illustrated can be adapted for use in other advanced-level FL courses. Teaching language and culture using authentic film materials provides students with a variety of pedagogical learning opportunities. It not only encourages students to immerse themselves in the authentic language and culture of the area, but also motivates them to research the historical, political, and societal aspects of …
Who Gets To Play? Issues Of Access And Social Justice In World Language Study In The U.S., Cassandra Glynn, Beth Wassell
Who Gets To Play? Issues Of Access And Social Justice In World Language Study In The U.S., Cassandra Glynn, Beth Wassell
Dimensions
In this paper, we draw on the current literature to argue that access to world language study for students from minoritized groups, students from under-resourced schools, and students with disabilities is a significant social justice issue. This inequitable access is exacerbated by three key issues: the devaluation of students’ languages and cultures in schools; the elitist nature of language study; and the one-sided nature of the curriculum. However, in response, we offer four concrete suggestions, at the classroom, school/ district, and policy levels, that can disrupt these historic trends and ensure that all students have access to advanced study of …
Disrupting Standard Practice: Queering The World Language Classroom, James Coda
Disrupting Standard Practice: Queering The World Language Classroom, James Coda
Dimensions
World language education (WLE) offers students the opportunity to explore the linguistic and cultural identities of the target language. However, critical issues, such as the diverse sexual identities found within the target cultures and of the language learners themselves are often not addressed within the language learning experience. Also implicated are discourse and knowledge/power, which serve to erase certain students’ identities from the curriculum. Queer theory/pedagogy, which resists normal (Jagose, 1996), has much to offer WLE related to addressing heteronormativity. Thus, this article explores the myriad ways in which queer theory/pedagogy could potentially be useful in WLE to challenge normative …
An Interview With Terry A. Osborn, Stacey Margarita Johnson
An Interview With Terry A. Osborn, Stacey Margarita Johnson
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In this interview with Terry A. Osborn, whose work set the stage for the momentum that is currently building around social justice in language education, Dr. Osborn shares his perspective on the past, present, and future of language education.
Promoting Social Justice Through 21st Century Skills: Thematic Units In The Language Classroom, Begoña Caballero-García
Promoting Social Justice Through 21st Century Skills: Thematic Units In The Language Classroom, Begoña Caballero-García
Dimensions
This article demonstrates the ways in which the Spanish curriculum at one private university integrated social justice learning targets guided by the ACTFL 21st Century Skills Map and the Partnership for 21st Century Skills in a Living Learning Community (LLC) course called “Social Consciousness and Developing 21st Century Skills.” The LLC interdisciplinary approach combined an intermediate Spanish course with a compulsory one credit course for all first year students. Examples from four thematic units in the Spanish intermediate class illustrate activities intended to foster learners’ social consciousness, empathy, collaboration, diversity appreciation, civic engagement, personal responsibility, and leadership. This article draws …
High-Impact Practices In A Hispanic Linguistics Course: Facilitating Lessons About Linguistic Diversity And Advocacy, Stephanie M. Knouse
High-Impact Practices In A Hispanic Linguistics Course: Facilitating Lessons About Linguistic Diversity And Advocacy, Stephanie M. Knouse
Dimensions
This investigation examines how students responded to the content and critical approach in an undergraduate course in Hispanic linguistics titled “Bilingualism in the Spanish-Speaking World.” To enhance learning, students participated in one of two high-impact practices (HIPs)—service-learning or a research investigation—as their final project. On an end-of-course questionnaire both final project groups strongly indicated that they would advocate for and educate others about linguistic diversity. Findings also suggest that both HIPs fostered meaningful connections to the critical topics covered in class. To conclude, recommendations are offered for how K-16 programs might include “linguistics” lessons that emphasize social justice.
Social Justice In Beginning Language Instruction: Interpreting Fairy Tales, Britta Meredith, Mareike Geyer, Manuela Wagner
Social Justice In Beginning Language Instruction: Interpreting Fairy Tales, Britta Meredith, Mareike Geyer, Manuela Wagner
Dimensions
This chapter bridges theories of social justice (e.g., Osborn, 2006) and intercultural citizenship (e.g. Byram, 2008) to classroom practices in an introductory German course at a research university. By interpreting a fairy tale [Cinderella], 16 university students reflected on issues of gender roles and (in)equality both in historical and current contexts. Several activities in a 75-minute online session are described. In this brief intervention, students demonstrated the ability to contemplate complex, real-life issues such as gender roles and stereotypes using the target language.
Making Visible The Invisible: Social Justice And Inclusion Through The Collaboration Of Museums And Spanish Community-Based Learning Projects, Karina Elizabeth Vázquez, Martha Wright
Making Visible The Invisible: Social Justice And Inclusion Through The Collaboration Of Museums And Spanish Community-Based Learning Projects, Karina Elizabeth Vázquez, Martha Wright
Dimensions
Concerns about inclusion and social responsibility as conduit for social justice on university campuses offer a platform for interdisciplinary initiatives. Here we focus on one such initiative, which seeks to build community between University of Richmond students and local Latino and Hispanic populations using the University of Richmond Museum collection. Collaborations between museums and Spanish classes, including a community-based learning component (Spanish Community-Based Learning and Museums - SCBLM), provide outreach to the local community and might prompt dialogues about extant social injustices (however overt or subliminal). In these experiential learning projects, the museum serves as a communal resource to embody …