Perceptions of native English-speaking and heritage Spanish-speaking high school students in a Spanish immersion program
Date
2016-01-01
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Heinle Cengage Learning
Volume
2016
Number/Issue
Starting Page
75
Ending Page
96
Alternative Title
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.
Description
Keywords
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
Extent
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.