Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course

Abstract

Research on the language-literature divide in undergraduate second language programs documents the challenge of engaging literature learners in classroom discourse which is conducive to their developing interpersonal speaking skills as measured on the ACTFL Oral Proficiency Scale. In this study, Integrated Performance Assessments (IPAs) were implemented to assess interpersonal speaking along with development of literary analysis skills in an undergraduate introductory Hispanic literature course. Learners were pre-assessed for their oral proficiency level, then they participated in four recorded in-class interpersonal speaking activities and two out-of-class co-constructed feedback sessions with the researchers and completed a post-study questionnaire to document their experiences with the IPA approach. The findings showed that all learners were able to engage in literature-based interpersonal speaking activities at their current oral proficiency level and in some cases slightly above. Some learners improved in multiple assessment categories throughout the semester. The learners had an overall positive outlook on the use of IPAs in the literature class. Based on findings, implications for future research and pedagogy are shared.