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Permanent link (DOI): https://doi.org/10.7939/R3ZS2KM0B

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Spanish Heritage Speakers and Second Language Learners in Mixed Classrooms: Perceptions of Students and Instructors Open Access

Descriptions

Other title
Subject/Keyword
second language learners
heritage speakers
mixed classes
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Campanaro, Teresa G.
Supervisor and department
Dr. Yvonne Lam (Modern Languages and Cultural Studies)
Examining committee member and department
Dr. Yvonne Lam (Modern Languages and Cultural Studies)
Dr. Martín Guardado (Faculty of Extension)
Dr. Olenka Bilash (Education)
Department
Department of Modern Languages and Cultural Studies
Specialization
Applied Linguistics
Date accepted
2013-05-02T11:05:50Z
Graduation date
2013-11
Degree
Master of Arts
Degree level
Master's
Abstract
Heritage speakers and second language learners (L2) are enrolled together in many Spanish classes in North American universities. These groups have differing language abilities, motivations and needs, and being in the same class could represent a challenge for them. The purpose of this study is to examine the perceptions of Canadian learners in mixed classes. This study also adds the perceptions of instructors of how to address the needs of students in these classes. Data were gathered from questionnaires and interviews with 55 students and four course instructors. Findings revealed that both groups respected each other and appreciated collaborative opportunities, as it allowed them to benefit from each others' strengths. Participants showed more positive perceptions than those in previous studies on the United States. The study also provided evidence that the way the instructor handles the mix of these groups is important to the success of the class
Language
English
DOI
doi:10.7939/R3ZS2KM0B
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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