C Cecilia Tocaimaza‐Hatch
Biographic Data
| ID | 5434774 |
|---|---|
| NAME | C Cecilia Tocaimaza‐Hatch |
| GIVEN NAMES | C Cecilia |
| FAMILY NAME | Tocaimaza‐Hatch |
| SIGNATURE | HATCH C C T |
| AFFILIATIONS | University of Nebraska at Omaha |
| ORCID | 0000-0002-0391-5818 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Affordances in the international service-learning context for Spanish learners
Since the initial application of the ‘affordances’ concept to the context of language learning by van Lier, relatively few studies have continued to explore its implications for second language (L2) learning. This study examines from an emic perspective the affordances that 13 Spanish learners in a study abroad context perceived in their international service-learning (ISL) experience. Results from weekly reflection essays and an exit interview …
The Performance of Queer Identities by Two Spanish L2 Learners During Study Abroad
Interactional Competence in the Heritage Language during a Study Abroad Service-Learning Program
This case study describes the interactional competence of one U.S. Spanish heritage language learner ( HLL ), during a five-week study abroad program in Spain that included service-learning. Data were drawn primarily from audiotapes, reflection essays, and an exit interview. The audiotapes included “Mía’s” conversations at the service-learning site, a summer camp for young children. The three resource categories in Young’s (2019) model of Practic…
Instruction on Metaphors During a Study-Abroad Program
It has been observed that language learners struggle to gain access to the metaphorical structures that are part of the target language and culture. In this study, six Spanish L2 learners and nine Spanish heritage speakers from the United States completed a study abroad program in Spain in which language instruction was supplemented with a module on the subject of metaphors. This article seeks to describe this module and present learners’ percept…
Promoting intercultural thinking and reflection through U.S. history
Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students’ critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and a…
Metatalk in Advanced Spanish L2 and Heritage Learners When Solving Lexical Problems
Metatalk (MT) emerges in interaction when learners, working through a linguistic problem, turn their attention to features of their language (Swain, 2000; Swain & Lapkin, 2002). One factor that influences how MT develops is learners’ language proficiency. This multiple-case study explored how high-proficiency Spanish L2 and heritage learners engaged in lexical MT during a text reconstruction activity. Key findings from the analysis of learners’ l…
Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish
Service-Learning (SL) has been defined as an experiential teaching methodology. Through SL, students participate in activities that benefit their community and enhance their learning experience. In the current study, Spanish as a second language (L2) and heritage language learners (HLLs) engaged in a SL project in which they translated English language zoo signage into Spanish. The objectives of this investigation were to determine whether SL med…
Mediated Vocabulary in Native Speaker–Learner Interactions During an Oral Portfolio Activity
This project investigated vocabulary learning from a sociocultural perspective—in particular, the way in which lexical knowledge was mediated in Spanish second language (L2) learners' and native speakers' (NSs') interactions. Nine students who were enrolled in an advanced conversation course completed an oral portfolio assignment consisting of five conversations with an NS. In addition to recording their conversations, learners transcribed and an…
An Analysis of Spanish L2 Learners' Orientation Through Activity Theory
Orientation is defined as the way in which individuals view a task and the means they devise to fulfill it (Appel & Lantolf, 1994; Roebuck, 2000). This study investigated the orientation of twelve learners enrolled in a fourth‐semester Spanish L2 university course through the analysis of their interactions during a collaborative text‐reconstruction task and in their post‐activity reflections on their participation. Viewed through the lens of acti…
Promoting intercultural thinking and reflection through U.S. history
Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students’ critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and a…
Mediated Vocabulary in Native Speaker–Learner Interactions During an Oral Portfolio Activity
This project investigated vocabulary learning from a sociocultural perspective—in particular, the way in which lexical knowledge was mediated in Spanish second language (L2) learners' and native speakers' (NSs') interactions. Nine students who were enrolled in an advanced conversation course completed an oral portfolio assignment consisting of five conversations with an NS. In addition to recording their conversations, learners transcribed and an…
Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish
Service-Learning (SL) has been defined as an experiential teaching methodology. Through SL, students participate in activities that benefit their community and enhance their learning experience. In the current study, Spanish as a second language (L2) and heritage language learners (HLLs) engaged in a SL project in which they translated English language zoo signage into Spanish. The objectives of this investigation were to determine whether SL med…
An Analysis of Spanish L2 Learners' Orientation Through Activity Theory
Orientation is defined as the way in which individuals view a task and the means they devise to fulfill it (Appel & Lantolf, 1994; Roebuck, 2000). This study investigated the orientation of twelve learners enrolled in a fourth‐semester Spanish L2 university course through the analysis of their interactions during a collaborative text‐reconstruction task and in their post‐activity reflections on their participation. Viewed through the lens of acti…
An Analysis of Spanish L2 Learners' Orientation Through Activity Theory
Orientation is defined as the way in which individuals view a task and the means they devise to fulfill it (Appel & Lantolf, 1994; Roebuck, 2000). This study investigated the orientation of twelve learners enrolled in a fourth‐semester Spanish L2 university course through the analysis of their interactions during a collaborative text‐reconstruction task and in their post‐activity reflections on their participation. Viewed through the lens of acti…
Service-Learning as a Means of Vocabulary Learning for Second Language and Heritage Language Learners of Spanish
Service-Learning (SL) has been defined as an experiential teaching methodology. Through SL, students participate in activities that benefit their community and enhance their learning experience. In the current study, Spanish as a second language (L2) and heritage language learners (HLLs) engaged in a SL project in which they translated English language zoo signage into Spanish. The objectives of this investigation were to determine whether SL med…
Mediated Vocabulary in Native Speaker–Learner Interactions During an Oral Portfolio Activity
This project investigated vocabulary learning from a sociocultural perspective—in particular, the way in which lexical knowledge was mediated in Spanish second language (L2) learners' and native speakers' (NSs') interactions. Nine students who were enrolled in an advanced conversation course completed an oral portfolio assignment consisting of five conversations with an NS. In addition to recording their conversations, learners transcribed and an…
Metatalk in Advanced Spanish L2 and Heritage Learners When Solving Lexical Problems
Metatalk (MT) emerges in interaction when learners, working through a linguistic problem, turn their attention to features of their language (Swain, 2000; Swain & Lapkin, 2002). One factor that influences how MT develops is learners’ language proficiency. This multiple-case study explored how high-proficiency Spanish L2 and heritage learners engaged in lexical MT during a text reconstruction activity. Key findings from the analysis of learners’ l…
Promoting intercultural thinking and reflection through U.S. history
Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students’ critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and a…
Instruction on Metaphors During a Study-Abroad Program
It has been observed that language learners struggle to gain access to the metaphorical structures that are part of the target language and culture. In this study, six Spanish L2 learners and nine Spanish heritage speakers from the United States completed a study abroad program in Spain in which language instruction was supplemented with a module on the subject of metaphors. This article seeks to describe this module and present learners’ percept…
Interactional Competence in the Heritage Language during a Study Abroad Service-Learning Program
This case study describes the interactional competence of one U.S. Spanish heritage language learner ( HLL ), during a five-week study abroad program in Spain that included service-learning. Data were drawn primarily from audiotapes, reflection essays, and an exit interview. The audiotapes included “Mía’s” conversations at the service-learning site, a summer camp for young children. The three resource categories in Young’s (2019) model of Practic…
Affordances in the international service-learning context for Spanish learners
Since the initial application of the ‘affordances’ concept to the context of language learning by van Lier, relatively few studies have continued to explore its implications for second language (L2) learning. This study examines from an emic perspective the affordances that 13 Spanish learners in a study abroad context perceived in their international service-learning (ISL) experience. Results from weekly reflection essays and an exit interview …
The Performance of Queer Identities by Two Spanish L2 Learners During Study Abroad
Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Mathematics education (7 works) · Pedagogy (7 works) · Social Psychology (5 works) · Heritage language (4 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works) · Social Psychology (3 works)