東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

College Students of Spanish Language : = A Potential Shift in Language Ideologies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	College Students of Spanish Language :/
其他題名:	A Potential Shift in Language Ideologies.
作者:	Ziska, Marcy.
面頁冊數:	1 online resource (179 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29169428click for full text (PQDT)
ISBN:	9798438755609

College Students of Spanish Language : = A Potential Shift in Language Ideologies.
Ziska, Marcy.

College Students of Spanish Language :A Potential Shift in Language Ideologies. - 1 online resource (179 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2022.

Includes bibliographical references

Spanish is the fastest-growing non-English language spoken in the United States (Jenkins, 2018) and the Southwest represents the largest Latinx population growth with the greatest densities of Spanish-speaking communities (Potowski, 2018). Additionally, Spanish is the most widely taught second language in the United States, enrolling more students at the postsecondary level than all other modern languages combined (Burns, 2018). While many academic institutions acclaim language learning as a cultural and linguistic bridge, positive overall attitudes toward Spanish and Spanish-speaking cultures have declined after enrollment in introductory Spanish classes (Acheson & Nelson, 2015). This qualitative research study, conducted at a large land-grant university located in the Southwest, is one of the largest Spanish undergraduate programs in the United States. Serving a 35% Latinx local community, the school's Latinx student population constitutes 25.3% of its student body. Guided by the theoretical frameworks of LangCrit (Crump, 2014), Raciolinguistics (Alim, Rickford, and Ball, 2016; Flores and Rosa, 2015), and Social Identity Theory (Tajfel, 1978) with data from questionnaires, journals, and in-depth phenomenological interviews, this study explores how language ideologies shape learning Spanish, how identities and experiences with Spanish and Spanish speakers shape those ideologies, and how learners view their own use or nonuse of Spanish in their communities.The findings were surprising due to their oppositional relationship with recent research. This analysis reveals how learners positioned themselves as culturally competent and socially responsible learners, an identity tied to their self-awareness as recipients of unequal racial and linguistic privileges. I show how learners socially distanced themselves from others perceived to be culturally unaware and/or socially irresponsible and how their rejection of language ideologies contributed to their identity positions. Findings suggest an allegiance to English language ideologies as a global lingua franca as learners devalued achieving Spanish linguistic fluency and prioritized developing social and cultural skills. They suggest a shift in dominant language ideological beliefs from previous peer groups. I propose an examination into the evolving sociopolitical and ideological beliefs among cohorts of learners. I advocate for a reexamination of the current over-emphasis on grammar instruction and a greater focus on cultural competence and understanding. Due to learners' low Spanish language use, they may be ill-equipped to find culturally responsive ways to speak and practice their growing linguistic skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438755609Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Language ideologiesIndex Terms--Genre/Form:

542853
Electronic books.

College Students of Spanish Language : = A Potential Shift in Language Ideologies.
LDR:04166nmm a2200409K 4500 001 2365683
005 20231218204636.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798438755609
035 $a (MiAaPQ)AAI29169428
035 $a AAI29169428
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ziska, Marcy. $3 3706546
245 1 0 $a College Students of Spanish Language : $b A Potential Shift in Language Ideologies.
264 0 $c 2022
300 $a 1 online resource (179 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Rubinstein-Avila, Eliane.
502 $a Thesis (Ph.D.)--The University of Arizona, 2022.
504 $a Includes bibliographical references
520 $a Spanish is the fastest-growing non-English language spoken in the United States (Jenkins, 2018) and the Southwest represents the largest Latinx population growth with the greatest densities of Spanish-speaking communities (Potowski, 2018). Additionally, Spanish is the most widely taught second language in the United States, enrolling more students at the postsecondary level than all other modern languages combined (Burns, 2018). While many academic institutions acclaim language learning as a cultural and linguistic bridge, positive overall attitudes toward Spanish and Spanish-speaking cultures have declined after enrollment in introductory Spanish classes (Acheson & Nelson, 2015). This qualitative research study, conducted at a large land-grant university located in the Southwest, is one of the largest Spanish undergraduate programs in the United States. Serving a 35% Latinx local community, the school's Latinx student population constitutes 25.3% of its student body. Guided by the theoretical frameworks of LangCrit (Crump, 2014), Raciolinguistics (Alim, Rickford, and Ball, 2016; Flores and Rosa, 2015), and Social Identity Theory (Tajfel, 1978) with data from questionnaires, journals, and in-depth phenomenological interviews, this study explores how language ideologies shape learning Spanish, how identities and experiences with Spanish and Spanish speakers shape those ideologies, and how learners view their own use or nonuse of Spanish in their communities.The findings were surprising due to their oppositional relationship with recent research. This analysis reveals how learners positioned themselves as culturally competent and socially responsible learners, an identity tied to their self-awareness as recipients of unequal racial and linguistic privileges. I show how learners socially distanced themselves from others perceived to be culturally unaware and/or socially irresponsible and how their rejection of language ideologies contributed to their identity positions. Findings suggest an allegiance to English language ideologies as a global lingua franca as learners devalued achieving Spanish linguistic fluency and prioritized developing social and cultural skills. They suggest a shift in dominant language ideological beliefs from previous peer groups. I propose an examination into the evolving sociopolitical and ideological beliefs among cohorts of learners. I advocate for a reexamination of the current over-emphasis on grammar instruction and a greater focus on cultural competence and understanding. Due to learners' low Spanish language use, they may be ill-equipped to find culturally responsive ways to speak and practice their growing linguistic skills.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Language. $3 643551
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Bilingual education. $3 2122778
650 4 $a Foreign language learning. $3 3436780
653 $a Language ideologies
653 $a Language mixing
653 $a Post secondary spanish
653 $a Spanish as a second language
653 $a Teaching Spanish
653 $a Teaching Spanish in U.S. Southwest
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0444
690 $a 0679
690 $a 0282
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Arizona. $b Language, Reading & Culture. $3 1024127
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29169428 $z click for full text (PQDT)