Navigating interactions, identifying gaps, and setting self-study goals: acquisition of Spanish via community-based learning in interprofessional clinics

Bonilla, Carrie L.

doi:10.1080/23247797.2021.1920664

Cited by 2 publications

(6 citation statements)

References 22 publications

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“…In brief, quantitative measures generally show that students' linguistic gains are lower than the gains reported through self-perception measures. Studies reporting both quantitative and qualitative data sources could help clarify the reasons for those divergences (see Bonilla, 2021).…”

Section: Research On Language Development and The Development Of Civi...mentioning

confidence: 99%

“…The hands-on experiences in CEPs share many of the qualities of task-based teaching methodologies, which facilitate students' vocabulary learning through language use and increase opportunities for noticing (see Bonilla, 2021). In a task-based approach, "tasks are the real-world activities people think of when planning, conducting, or recalling their day" (Long, 2014, p. 6).…”

Section: Vocabulary Learning In Cepsmentioning

confidence: 99%

“…Whereas quantitative measures of students' learning are frequent in task-based studies (see Ellis, 2000), most scholar-researchers in CEPs have reported vocabulary gains based solely on learners' perceptions (e.g., Barreneche, 2011;Grim, 2010) rather than on quantitative measures (e.g., Bonilla, 2021;Tocaimaza-Hatch, 2018). Although quantitative studies are generally regarded as the gold standard in vocabulary research (e.g., Webb, 2020b), qualitative studies offer a glimpse into students' learning processes and experiences in CEPs.…”

Section: Vocabulary Learning In Cepsmentioning

confidence: 99%

“…For example, some students did not regard the CE experience as a key factor in the vocabularylearning process. Bonilla (2021) advocates for the use of both qualitative and quantitative methods in measuring language gains for CEP participants. Participants in Bonilla's study-20 students enrolled in one of three iterations of a medical Spanish class at a university clinic-discussed their experiences with the community through regular reflective practice, including the publication of five blog posts.…”

Section: Vocabulary Learning In Cepsmentioning

confidence: 99%

“…However, CEPs not only play a valuable role in social justice but also offer enriching language-learning opportunities. Despite the various opportunities for language learning offered by CEPs, research on the role of such programs in fostering college students' L2 vocabulary learning is limited (e.g., Bonilla, 2021;Tocaimaza-Hatch, 2018;Tocaimaza-Hatch & Walls, 2016;Walls & Tocaimaza-Hatch, 2016).…”

Section: Introductionmentioning

confidence: 99%

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L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students

Miguel

Osa-Melero

Martínez

2023

Language Teaching Research

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Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students’ perceptions of their own vocabulary learning through participation in a CEP. Likewise, limited research exists on vocabulary learning in mixed-proficiency groups of Spanish second language (L2) learners. This study contributes to the current literature by exploring the vocabulary learning of 57 mixed-proficiency L2-Spanish college students who participated in a health-focused after-school program with Spanish–English bilingual children in a Midwestern city in the US. The higher proficiency students were enrolled in a language-focused class, whereas the lower-level students were enrolled in a Spanish for health professional’s class. Student reflective narratives revealed positive perceptions of vocabulary learning during the CEP, as vocabulary learning was seen to be fundamental to connecting with children in the Latino community. Productive vocabulary tests revealed significantly higher gains on vocabulary items that had been explicitly taught in class, but gains varied according to learners’ proficiency levels. Lower-level students showed both higher gains and a higher perception of vocabulary gains than more advanced students. Students’ reflective narratives suggest that the focus on health content in the lower-level class may have contributed both to vocabulary gains and to students’ awareness of learning. Recommendations for effective vocabulary instruction for mixed-proficiency students in a CEP are presented.

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Section: Research On Language Development and The Development Of Civi...mentioning

confidence: 99%

Section: Vocabulary Learning In Cepsmentioning

confidence: 99%