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Hablantes de Herencia en Clases Introductorias: Expectativas
- 1. Hablantes de Herencia en Clases Introductorias: Expectativas Celeste Morales
- 2. Problema
- 3. Pregunta de Investigación ¿Cuáles son las expectativas de los hablantes de herencia acerca de las actividades, relación con los compañeros y el docente en las clases mixta?
- 4. Revisión ❏ Curso ❏ Reacciones positivas ❏ Beneficios ❏ Desventajas ❏ Clases mixtas ❏ Expectativas ❏ Frustración ❏ Retroalimentación ❏ Familia ❏ Efectividad de la instrucción ❏ Materiales auténticos ❏ Gramática y ortografía ❏ Retroalimentación ❏ Cultura y tecnología ❏ Uso del libro
- 6. Metodología
- 8. Expectativas - Relación con compañeros
- 9. Expectativas - El profesor
- 10. Expectativas - Curso sólo para HH
- 11. Resultados de la Entrevista #8“Group work, I find difficult [...] it is hard because some people are at different levels [...] for me it is difficult because I already know what is being said and what is going on [...] I find it to be more of a hindrance [....] but working with HH is easier”. #6 “I end up telling them (group) what it means [...]but I try to help” #4 “ I don’t feel we use cultural elements in the class it is more speaking Spanish or grammar [expected] more talking” #3 “I would like to see more cultural representation [...] like different activities with different countries around the world” #8 “I want mine (culture) to have a chance too[...] each person teaches what they are comfortable with”
- 13. Referencias Beaudrie, S. M. (2015). Instructional effectiveness in the SHL classroom: Comparing teacher and student perceptions. Journal of Hispanic Higher Education, 14(3), 274-297. Campanaro, T. C. (2013). Spanish heritage speakers and second language learners in mixed classrooms: perceptions of students and instructors. (Doctoral dissertation). University of Alberta, Canada. Dones-Herrera, V. (2015). Heritage vs non-heritage language learner attitudes in a beginning level mixed spanish language class. (Doctoral dissertation). Retrieved from ProQuest. (1587996). http://search.proquest.com/openview/8a829e7d92dd6d06a58f47bd90d42d75/1?pq-origsite=gscholar&cbl=18750&diss=y Edstrom, A. (2007). The mixing of non-native, heritage and native speakers in upper-level Spanish courses: A sampling of student opinion. Hispania, 755-768. Goyette, K. & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 22-36.
Editor's Notes
- ¿Quienes son y qué es lo que esperan? Actitudes y percepciones: afectan el valor lingüístico, el éxito, la motivación, etc. Expectativas: No existe mucha literatura sobre el tema Voces de los estudiantes que son HH
- ¿Cuáles son las expectativas principales de los hablantes de herencia acerca de las clases mixta?
- Dones-Herrera (2015): Perspectiva - clases mixtas, materiales y temas Reacciones positivas _ interacciones y ayuda entre compañeros_ beneficioso lingüísticamente y culturalmente No expresaron sentirse incómodos o intimidados pro HSL Pocas desventajas que afecten las expectativas del profe o los materiales, calificaciones. Campanaro (2013) Percepción positiva y beneficiosa _ mixtas Calificaciones justas Docente se adapta y califica a cada grupo conforme a su suficiencia Beaudrie (2015) Gramática y ortografía _ gran importancia HH _ menos importancia en los materiales auténticos Retroalimentación_HH errores escritos y habla vs. Docentes menos fuerte Cultura_ importante Tecnología _ importante como herramienta Uso del libro_ perspectiva negativa. Edstrom (2015) HH frustrados por las expectativas de los docentes Docentes eran rápidos en dar retroalimentación positiva a los aprendices de L2 pero no extendido a HH. Goyette & Xie (1999) Factores que influyen a las expectativas: familia, raza, etnicidad, nivel socioeconómico, habilidad académica. La familia el factor que da más peso e
- Presentation in the classroom Email sent to students interested Informational session Cuestionario
- 14. In this Spanish class, I prefer activities and materials that really challenge me to learn. 20. My relationship with other students in this class is important to me 24. I like working in pairs or small groups with students who are not heritage speakers 25. I feel that my Spanish teacher expects more from me because I am a heritage speaker 27. I like when my Spanish teacher asks me to share about the Hispanic culture with the class 28. Heritage speakers like me should do different activities than other learners in the class 31. I would like to be in a Spanish lower division class (101, 102, 201) just for heritage speakers like me
- 14. In this Spanish class, I prefer activities and materials that really challenge me to learn. 20. My relationship with other students in this class is important to me 24. I like working in pairs or small groups with students who are not heritage speakers 25. I feel that my Spanish teacher expects more from me because I am a heritage speaker 27. I like when my Spanish teacher asks me to share about the Hispanic culture with the class 28. Heritage speakers like me should do different activities than other learners in the class 31. I would like to be in a Spanish lower divistion class (101, 102, 201) just for heritage speakers like me
- 14. In this Spanish class, I prefer activities and materials that really challenge me to learn. 20. My relationship with other students in this class is important to me 24. I like working in pairs or small groups with students who are not heritage speakers 25. I feel that my Spanish teacher expects more from me because I am a heritage speaker 27. I like when my Spanish teacher asks me to share about the Hispanic culture with the class 28. Heritage speakers like me should do different activities than other learners in the class 31. I would like to be in a Spanish lower divistion class (101, 102, 201) just for heritage speakers like me
- Las preferencias están divididas
- #5“I expect to learn about grammar [...] and I figure out that in my higher up classes I will learn more about culture or the things I want to learn about” #5 “We try to get everything so fast pace that we barely have time [...] that I wish we could go more in depth in culture”