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

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Dec. 30, 2020, 9:59 p.m.

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bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69757/1/2016_04.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69757/2/2016_04.pdf.txt

collection:

2016 THE INTERCONNECTED LANGUAGE CURRICULUM: CRITICAL TRANSITIONS AND INTERFACES IN ARTICULATED K-16 CONTEXTS

contributor.author:

Johnson, Lucy

date.accessioned:

2020-12-14T23:21:22Z

date.available:

2020-12-14T23:21:22Z

date.issued:

2016-01-01

description.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.provenance:

Made available in DSpace on 2020-12-14T23:21:22Z (GMT). No. of bitstreams: 1 2016_04.pdf: 713106 bytes, checksum: 447733c6157d01c913d17e96cc05ed37 (MD5) Previous issue date: 2016-01-01

endingpage:

96

identifier.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

identifier.uri:

http://hdl.handle.net/10125/69757

publisher:

Heinle Cengage Learning

site_url:

/item/342

startingpage:

75

title:

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

type:

Article

type.dcmi:

Text

volume:

2016