Date

12-13-2024

Document Type

Thesis

Abstract

Although many research articles focus on Second Language Acquisition (SLA) at the university level, few focus on SLA at the middle and high school developmental levels. Nevertheless, in the US, most students begin learning another language at these levels, and it is helpful to determine key factors for enhancing language learning. This project aims to study how the factors of target language (the language of instruction), context (exposure and environment of learning), and technology can promote SLA at the middle and high school levels. In this study, student SLA refers to the process and development of a Spanish as a second language (L2). Research has suggested that learning an L2 is most beneficial when contextualized in social contexts, rather than focusing on isolated vocabulary and grammar, making it an important factor in SLA (Amer, 2022). To explore these factors, a literature review of peer-reviewed articles, observations of Spanish instruction in three school districts, and surveys of 23 in-service world language teachers were conducted. The survey investigated how the teachers utilize these factors affect SLA and how to utilize them in Spanish classrooms of different levels (middle and high school). These data from published literature, survey responses and observations of in-service educators suggest that guidelines are needed for teachers to know what topics to use the target language for versus the native language, even though most of the class should be conducted in the second language (ACTFL, 2 2024; Hlas, 2016). While educators believe it is important to use the TL, the surveys show educators do not use it consistently and the in observations teachers used the TL for various purposes. Additionally, in observations and from surveys, middle school Spanish teachers use less of the target language as students are younger and need more reinforcement with the language as they have less knowledge to draw from to comprehend target language-only instruction. Context can also promote language learning. One way that context promotes SLA is through studying abroad, as it provides opportunities for students to improve their target language speaking skills and fluency. However, one study that suggests that students who did not study abroad had greater L2 grammar improvement than their counterparts who studied abroad (Segalowitz, Freed, Collentine, Lafford, Lazar, & Diaz-Campos, 2004). Additionally, context for SLA can be examined through the use of authentic L2 materials (those not made for language classrooms). Understanding the context of where different texts and languages are used promotes a deeper understanding of the language. Some studies have suggested that technology enhances student learning through engagement and gives students more autonomy (Bustamente, 2020; Misir, 2018). Observations and surveys of language teachers show that middle school classes use more technology as students are younger, making learning more engaging and enjoyable. This thesis aims to provide a summary of key research on how L2 learning is affected and developed differently when starting at middle versus high school and the pedagogical differences that school districts and educators may reference to ensure their students are receiving the proper instruction to become successful speakers of a new language. This project can help future educators become more prepared to teach a second language based on a greater understanding of their student’s needs, in addition to identifying potential pedagogical differences when teaching older versus younger students Spanish as an L2.

Department

Spanish and Secondary Education

Thesis Committee

Dr. José I. Lara, Thesis Advisor
Dr. Melissa Tobey LaBelle, Thesis Advisor
Dr. Sarah Thomas, Committee Member
Dr. Ryan LaBrozzi, Committee Member

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