The strengthening of motivation toward Spanish learning as a heritage language through an intervention program based on the CCSS

Authors

  • Sonia Botero Universidad Internacional Iberoamericana

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.

Author Biography

Sonia Botero, Universidad Internacional Iberoamericana

Licenciada en español e inglés como segunda lengua de la Universidad del Tolima (Colombia), Especialista en la enseñanza del español como segunda lengua de la Universidad de Murcia (España), Magíster en lingüística aplicada a la enseñanza del español como segunda lengua de la Universidad de Jaen-Universidad Internacional Iberoamericana (UNINI) y doctoranda en educación en UNINI. Actualmente me desempeño como docente de español como segunda lengua para hablantes de herencia en Sarasota School of Arts and Sciences en Sarasota, Florida, USA, desde el año 2005 y cuento con una experiencia de más de 35 años como docente en el campo de la enseñanza del español en escuelas públicas y privadas de educación básica primaria, secundaria y media vocacional en Colombia y los Estados Unidos, así como catedrática en diferentes universidades e institutos de educación superior. Miembro de FAATSP (American Association of Teachers of Spanish and Portuguese), FFLA (Florida Foreign Language Association), TESOL (Teachers of English to Speakers of Other Languages), OLE  (Organization of Latinos in Education).

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Published

2018-03-27

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Section

Articles