Journal for Educators, Teachers and Trainers

Abstract

This research aimed to strengthen the learners�" motivation toward Spanish learning through the implementation of a curricular pedagogical proposal based on the Common Core State Standards for Language Arts �CCSS. In order to reach this aim, a study with a mixed approach using cuasiexperimental and action-research designs was conducted. By means of a non-probabilistic sampling, the control group was composed of 38 students and the experimental group was composed of 38 sixth grade-students from Sarasota School of Arts and Sciences. The independent variable was a curricular pedagogical proposal founded on CCSS and the dependent variable was the learners�" motivation toward Spanish learning, measured via a Likert scale questionnaire based on the Gardner�"s (2004) Attitude/Motivation Test Battery. This data gathering instrument was applied before and after intervention. In addition to that, a focal group was executed with the view to explore the target problem. Quantitative data was analyzed through the Student�"s t distribution and the Kolmogorov-Smirnov test, while the qualitative data was contrasted with the theory. The findings brought to light that learners�" motivation significantly increased after the intervention in the experimental group. Thus, it was concluded that a curricular pedagogical proposal based on CCSS promoted the learners�" motivation toward Spanish learning as a heritage language.