Exploring the Effects of a Short‐Term Spanish Immersion Program in a Postsecondary Setting
Bibliographic Data
| ID | 8937635 |
|---|---|
| Authors | Alice A Miano (Stanford University, corresponding author), Elizabeth B Bernhardt (0000-0001-5665-7755, Stanford University), Vivian Brates (Stanford University) |
| Year | 2016 |
| Volume | 49 |
| Issue | 2 |
| Pages | 287-301 |
| Publication date | 2016-05-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12194 |
| OpenAlex | W2404111163 |
| Language | EN |
| Citations received | 8 |
| References cited | 22 |
This article probes the extent to which postsecondary Spanish learners can substantively increase their knowledge of Spanish over a two‐week period within a context of language and content instruction for four hours per day. The article considers the relationship of an immersion experience to upper‐level literature and culture classes. Insights into integrating service learning as a key part of the Spanish learning experience are also provided. Oral and writing data were collected in 2012, 2013, 2014, and 2015 to demonstrate that participants showed significant improvement in their Spanish language abilities within the two weeks of the intensive experience. The enhancement of participants' Spanish language proficiency did not, however, bridge to upper‐level Spanish literature and culture courses, or necessarily to an interest in study abroad. Using service learning as a motivating factor in student participation had a positive affective impact
Context (archaeology · French immersion · Language proficiency · Mathematics education · Pedagogy · Service-learning · Study abroad · EFL/ESL Teaching and Learning · History · Psychology · Second Language Learning and Teaching · Service-Learning and Community Engagement
Spanish L2 Development in a Short-Term Domestic Immersion Program
Study Abroad and Intensive Linguistic Immersion in Spain
Domestic immersion in postsecondary language education
Language learning and study abroad
School administrators’ perspectives of French immersion programs
The speaking proficiency outcomes of face‐to‐face and online intensive summer LCTL programs
Language Learners’ Characteristics, Target Language Use, and Linguistic Development in a Domestic Immersion Context
Engineering engagement
Second Language Acquisition in a Study Abroad Context
Context of Learning and Second Language Fluency in French
Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English
Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation
Human Autonomy
Intrinsic Motivation and Self-Determination in Human Behavior
Interpreting Relationships between L1 and L2 Reading
Construyendo Puentes (Building Bridges) Concepts and Models for Service-Learning in Spanish
The Effects of Community Service Learning Projects on L2 Learners' Cultural Understanding
An Investigation of the Construct Validity of the ACTFL Proficiency Guidelines and Oral Interview Procedure
Student Goals, Expectations, and the Standards for Foreign Language Learning
Content‐Based Instruction
Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level
Supporting Student Learning Outcomes Through Service Learning
Immersion Education
Latinos and Literacy
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |