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Levanten la mano si me entienden : = Receptive bilinguals' linguistic and cultural perceptions in secondary Spanish classes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Levanten la mano si me entienden :/
其他題名:	Receptive bilinguals' linguistic and cultural perceptions in secondary Spanish classes.
作者:	Baker, Adelita Gonzales.
面頁冊數:	1 online resource (185 pages)
附註:	Source: Dissertations Abstracts International, Volume: 77-09, Section: A.
Contained By:	Dissertations Abstracts International77-09A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9781339534411

Levanten la mano si me entienden : = Receptive bilinguals' linguistic and cultural perceptions in secondary Spanish classes.
Baker, Adelita Gonzales.

Levanten la mano si me entienden :Receptive bilinguals' linguistic and cultural perceptions in secondary Spanish classes. - 1 online resource (185 pages)

Source: Dissertations Abstracts International, Volume: 77-09, Section: A.

Thesis (Ed.D.)--University of North Texas, 2015.

Includes bibliographical references

Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals' language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants' grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students' early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students' receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own selfmotivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781339534411Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Bilingual educationIndex Terms--Genre/Form:

554714
Electronic books.

Levanten la mano si me entienden : = Receptive bilinguals' linguistic and cultural perceptions in secondary Spanish classes.
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520 $a Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals' language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants' grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students' early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students' receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own selfmotivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.
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