Exploring the Effects of a Short‐Term Spanish Immersion Program in a Postsecondary Setting
Alice A. Miano (PhD, University of California, Berkeley) is Coordinator of the Spanish Language Program and Lecturer in Spanish in the Language Center, Stanford University, Stanford, CA.
Elizabeth B. Bernhardt (PhD, University of Minnesota) is Professor of German Studies and the John Roberts Hale Director of the Language Center, Stanford University, Stanford, CA.
Vivian Brates (MA, Georgetown University; MA, University of California, Santa Barbara) is Lecturer in Spanish in the Language Center, Stanford University, Stanford, CA.
Abstract
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.
Number of times cited: 1
- Christina Isabelli‐García and Manel Lacorte, Language Learners’ Characteristics, Target Language Use, and Linguistic Development in a Domestic Immersion Context, Foreign Language Annals, 49, 3, (544-556), (2016).
