Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69757

Perceptions of native English-speaking and heritage Spanish-speaking high school students in a Spanish immersion program

File Size Format  
2016 04.pdf 696.39 kB Adobe PDF View/Open

Item Summary

Title:Perceptions of native English-speaking and heritage Spanish-speaking high school students in a Spanish immersion program
Authors:Johnson, Lucy
Date Issued:01 Jan 2016
Publisher:Heinle Cengage Learning
Citation:Johnson, L. (2016). Perceptions of native English-speaking and heritage Spanish-speaking high school students in a Spanish immersion program. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 75-96. http://hdl.handle.net/102015/69757
Abstract:This article reports on a qualitative, exploratory study of 27 students—19 native
English speakers (NES) and 8 heritage Spanish speakers (HSS)—that examined
students’ perceptions of their second or heritage language learning and culture
learning as participants in a successful one-way high school Spanish immersion
program at a large public high school in Virginia. Implications for university language
program directors (LPDs) are also discussed. The study posed the following
research question: What are students’ perceptions of their language-learning
experience and their culture-learning experience within this program, and what
other aspects of the program do students believe constitute “value added” as a
result of their experience? The author posited that intensive exposure to the second
language (L2) or heritage language (HL) would enhance students’ confidence
as Spanish speakers and had the potential to spark cognitive, behavioral, and affective
changes in them as they dug deeper into the modalities of their first and
second cultures.
URI:http://hdl.handle.net/10125/69757
Volume:2016
Appears in Collections: 2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.