Creencias de autoeficacia y principales desafíos docentes de los profesores de español como lengua extranjera

Pratt, Comfort; García, Vanessa Rodríguez

doi:10.1353/hpn.2022.0067

Cited by 2 publications

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“…Barnwell (2008) reported that one out of three high school students who began to study Spanish discontinued it in a year, two out of three discontinued after the second year, and 90% dropped it before they reached the fourth year, meaning that most students discontinued the study of Spanish before they acquired communicative competence, or "worthwhile proficiency" as he described it (p. 236). Howard (2007), Pratt (2010Pratt ( , 2012, and Pratt and Rodríguez García (2022) also reported that the ratio of elementary to advanced Spanish in college was 5:1, meaning that for several years, out of every five students who study elementary Spanish, only one continues to advanced Spanish. The effect of these trends on the university degrees conferred is disconcerting.…”

Section: Welcome To the United States One Of The Few Nations Which Do...mentioning

confidence: 99%

Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest

Pratt

2024

JLT

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Student attrition rates in K-12 and college Spanish programs in the United States continue to follow a disconcerting trend. While motivational and pedagogical interventions have been investigated, the student–teacher dynamic has not been sufficiently explored as a solution to the problem. A recent study (Pratt, 2023) on Spanish teachers’ perceptions revealed that the indicators of their positive impact on their students to maintain their interest in the language are students’ interest, motivations, feedback, teacher–student relationships, and engagement in classroom activities and academic success. This follow-up study ascertained what the students themselves believe they do to demonstrate their teachers’ positive impact on them to maintain their interest. An online survey was administered to one hundred and one middle school, high school, and lower-level college Spanish students, and the findings revealed that the indicators are: (1) participate in class, do their work, ask more questions, and smile; (2) tell teachers when they are doing a good job; (3) show teachers respect and listen to them; (4) work beyond the requirements; (5) thank teachers and give them gifts; (6) do nothing; (7) talk to teachers often; (8) take more classes with teachers; and (9) rate teachers high in course evaluations. The role of these findings in the execution of effective counteractions to the problem cannot be underestimated.

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Section: Welcome To the United States One Of The Few Nations Which Do...mentioning

confidence: 99%

Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest

Pratt

2024

JLT

View full text Add to dashboard Cite

show abstract

Spanish teachers’ perceptions about their positive impact on their students to maintain their interest

Pratt

2023

JLT

View full text Add to dashboard Cite

The shortage of foreign language speakers in the United States has reached alarming levels. While Spanish is the most widely spoken and studied foreign language, it has also been experiencing low enrollments and discontinuation after a short term of study, leading to lack of acquisition of communicative competence, which is essential for fluency in the language. To that end, this mixed-method study, which forms part of a large-scale study on foreign language teachers’ perceptions, investigated Spanish teachers’ perceptions about how they determine if they successfully impact their students to maintain their interest in the language and study it long enough to acquire communicative competence. Findings revealed that the teachers believe that the factors that indicate to them that they have a positive impact on their students to maintain their interest in the language are the students’ interest in their classes and the language, their motivation toward the language, the feedback they provide, teacher–student relationships, and the students’ engagement in classroom activities and academic success. Recommended follow-up studies include an investigation of students’ perceptions to ascertain where the teachers’ and the students’ perceptions coincide and where they differ in order to ensure the successful maintenance of students’ interest in the language.

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Creencias de autoeficacia y principales desafíos docentes de los profesores de español como lengua extranjera

Cited by 2 publications

References 0 publications

Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest

Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest

Spanish teachers’ perceptions about their positive impact on their students to maintain their interest

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