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Exploring Spanish Heritage Language ...

King, Brandon J.

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Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds./
作者:	King, Brandon J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	253 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809298
ISBN:	9780438038288

Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds.
King, Brandon J.

Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 253 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2018.

In this exploratory case study, I take a constant comparative methods type approach to exploring a shift in second language acquisition (SLA) away from approaches built on the assumption that language participants in the U.S. are monolingual English speakers (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdes, 2005), with little initial investment in the language or its culture (Rivera-Mills, 2012; Valdes, Fishman, Chavez, & Perez, 2006). This bias has entrenched a monolingual speaker baseline for statistical analysis within many experimental designs (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdes, 2005). Further, I redress this methodological bias by applying sociocultural theoretical (SCT) (Vygotsky, 1986) approaches to investigating Spanish heritage language learners (SHLLs). Heritage Language Acquisition (HLA) has an established tradition of situating its research within socio-cultural context when considering language-learning phenomena, laying groundwork for relating these contextual factors to the issues in delivering pedagogically sound HL instruction.

ISBN: 9780438038288Subjects--Topical Terms:

3172279
Instructional design.

Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: John Liontas.
502 $a Thesis (Ph.D.)--University of South Florida, 2018.
520 $a In this exploratory case study, I take a constant comparative methods type approach to exploring a shift in second language acquisition (SLA) away from approaches built on the assumption that language participants in the U.S. are monolingual English speakers (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdes, 2005), with little initial investment in the language or its culture (Rivera-Mills, 2012; Valdes, Fishman, Chavez, & Perez, 2006). This bias has entrenched a monolingual speaker baseline for statistical analysis within many experimental designs (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdes, 2005). Further, I redress this methodological bias by applying sociocultural theoretical (SCT) (Vygotsky, 1986) approaches to investigating Spanish heritage language learners (SHLLs). Heritage Language Acquisition (HLA) has an established tradition of situating its research within socio-cultural context when considering language-learning phenomena, laying groundwork for relating these contextual factors to the issues in delivering pedagogically sound HL instruction.
520 $a Ducar (2008) identifies a specific gap in HLA literature, where HLL voices are underrepresented and Valdes et al. (2006) further highlights the need for the development of resources and strategies for accommodating HLLs specifically. I attempt to fill these gaps under SCT by using qualitative methods that incorporate HLL voices into the broader HLA discussion (Ducar, 2008). I take a bottom up approach to resource and task design targeted to serve Spanish heritage language learners (SHLLs) in the U.S. by first surveying the population's backgrounds and motivations at universities that serve an over 20% student body of Hispanic/latin students. Next, I propose a supplemental resource whose agile design is able to adapt to the unique needs of these SHLLs. Further, I investigate in what ways one technological resource, the virtual world Second Life (SL), may be adopted to meet Spanish HLL (SHLL) needs. In this second part, I analyze how one SHLL, who I will refer to as David, used this SL resource. I was guided in this analysis by asking: "In what ways does differentiating HL instruction with SL afford identity mediation through symbolic artifacts within SL?" and "In what ways can task design and extension activities be adapted to meet specific SHLLs' needs without overly constraining their creative language use or the open format of SL?".
520 $a I do this by first taking a snap shot via anonymous survey of 47 SHLLs across the U.S., attending 133 universities with a high level of undergraduate latin/Hispanic students (20% or higher) that offer concentrations in Spanish (see http://www.collegedata.com). The respondents needed to be currently enrolled in a course advancing them beyond the Novice High level of proficiency as defined by ACFTL (2012). My analysis and discussion of these responses is organized around trends illuminated with descriptive statistics in their backgrounds and then motivations. Finally, I draw on open ended responses to create a qualitative analysis and present vignettes that highlight SHLL voices, while exemplifying trends found through word count analysis and axial coding of the data. Next, I explore the case of a single SHLL, reporting a familial connection to the language and studying intermediate Spanish at a university in the U.S, and his experience with SL.
520 $a My analysis of David's case draws on data from a pre-survey that was designed to elicit data on his background, align discussion with established criteria for matching HLL backgrounds to learning needs, and elicit his emic perspective about using SL to study his HL. Additionally, the community of inquiry framework (COI) (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008) guided me in meticulously designing SL tasks that elicited data about David's engagement with the SL environment, its affordances, and the HL. These also provided insights into what ways that he chose to expand or deepen his command of the HL. I coded these data with Dedoose, a qualitative research tool, using a three-stage coding process similar to axial coding, building code trees and constantly relating themes to one another until saturated thematic categories emerge.
520 $a I build a critical discussion of what this coding process reveals in relation to the case-study's research focuses above, the guiding research questions, and relate the resulting findings to possible implications for teaching Spanish to SHLLs in the U.S., instructional design for this population within specific intuitional constraints, and for task design that leverages specific affordances that SL may offer SHLLs. (Abstract shortened by ProQuest.).
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