Sociopolitical and institutional conditions for teaching Spanish as a L2 in US universities

Lacorte, Manel

doi:10.1075/sic.10.3.01lac

Cited by 8 publications

(6 citation statements)

References 30 publications

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“…In the Era of 21 st century, acquisition of foreign languages such as English and Arabic among these students is essential to develop and produce better nations. Besides that, language literacy and education will be able to contribute to the nation's development in many aspects such as to the national safety, economic development and international relationship following the citizens ability to communicate effectively in many languages (Lacorte, 2013;Pufahl & Rhodes, 2011).…”

Section: Education and Literacy In Foreign Languagementioning

confidence: 99%

Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

Mokhtar

2020

IJELS

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Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.

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Section: Education and Literacy In Foreign Languagementioning

confidence: 99%

Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

Mokhtar

2020

IJELS

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“…Spanish language courses in US tertiary education, like most courses in languages other than English (LOTEs), have traditionally been tailored to students born and raised in the United States in non-Spanish-speaking homes (Lacorte, 2013) and focused on standard form(s) of the language.…”

Section: Spanish Language Teaching In Us Tertiary Educationmentioning

confidence: 99%

Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom

Rolland

2016

Bellaterra J. Teach. Learn. Lang. Lit

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Spanish language teaching in US higher education is today generally divided between 'foreign language' courses for novice learners and 'heritage language' courses for Hispanic/Latinx students with some knowledge of the language. However, 'heritage' students are a linguistically diverse group, and are also often enrolled at institutions where heritage courses are not offered. Little research to date has studied 'heritage' speakers enrolled in 'foreign' language courses. For this study I conducted semi-structured interviews to explore the affective and ideological characteristics of bilingual students enrolled in elementary Spanish courses. As the literature suggests, I find that these students have a generally low opinion of their own performance in Spanish and a strong bias in favor of the standard language. Finally, in hopes of combating these notions and bridging the divide between heritage and novice learners, I contemplate ways in which students of diverse backgrounds can be included in the same language classroom.

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“…Acquisition of a second language (L2) is one of the crucial aspects in building a developed nation towards 21st century. Language literacy weighs a great value to national security, economic growth, and international relations (Lacorte, 2013;Pufahl & Rhodes, 2011). To improve language and literacy skills, interactive activities should be integrated as it could benefit language learners in improving their competency and promote teamwork spirit among students (Combs et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Language Camp in Malaysia: Asnaf Students’ Needs and Perception

Zakaria

Mohamad

Idris

2019

HSSR

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Purpose of the study: This study aims to identify Asnaf students’ needs in language learning and their perception of the implementation of the language camp module that had been developed by researchers using the ADDIE model Methodology: In-depth analysis of focus group interviews with Asnaf students was conducted, and the data obtained were analysed thematically according to several categories Main Findings and Novelty: The findings of this study revealed that students believed that their anxiety was lowered when they were given the opportunity to cooperate with their friends in a fully immersive and fun English language learning context Applications of this study: The modules and the findings of this study could be used by any English language educators to conduct English language camps especially to Asnaf children who stay in charity homes.

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Sociopolitical and institutional conditions for teaching Spanish as a L2 in US universities

Cited by 8 publications

References 30 publications

Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

Ideology, Access, and Status: Spanish-English Bilinguals in the Foreign-Language Classroom

Language Camp in Malaysia: Asnaf Students’ Needs and Perception

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