Spanish Language Program Research Articles

Untapped potential: the current state of dual language education in Chicago Public Schools

ABSTRACT In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago’s Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that CPS should interrogate who these programs are positioned to serve. We suggest the need for researchers, educators and advocates to be vigilant about their Latina/o/x communities’ access to DL education.

Contextual variables in written assessment feedback in a university-level Spanish program

The ‘situated’ nature of assessment may help to explain why feedback interventions are successful in one setting but not in another. This study reanalyses data from an earlier study (Ducasse & Hill, 2019) using a coherent theory of context, Bronfenbrenner’s ecological framework (1979), to investigate contextual influences on teacher feedback practices and learner responses respectively. Participants comprised 15 beginner, intermediate and advanced level students in an Australian university Spanish language program. Data comprised summative feedback on writing tasks and audio-recordings and transcripts of teacher and student think-aloud protocols, and discussions. Data were analysed in relation to the five systems of Bronfenbrenner’s framework (microsystem, mesosystem, exosystem, macrosystem and chronosystem). The study found teacher practices appeared to be influenced by perceptions of the learners in addition to task and performance characteristics (microsystem), by institutional policies and practices (exosystem) and by external professional accreditation standards (macrosystem). Contextual factors found to influence learner responses included perceptions of the teacher, the timing and valence of feedback (microsystem), course level and maturity as a learner (chronosystem) as well as by other subjects the learners were enrolled in (mesosystem). The study demonstrates the utility of Bronfenbrenner’s framework for systematic reflection on contextual influences in language assessment research.

If They Only Disrespect Us a Little, and the Story is Interesting, I Keep Watching: Navigation of Ethnic Media Gratifications by Latino Teens

The goal of this study was to apply insights from social identity gratifications and ethnic/racial identity development frameworks to better understand how adolescents perceive, select, and avoid media content which has the potential to damage self-and group-concept. We conducted focus groups with 32 Latino adolescents aged 13 to 15. We found mixed evidence that youth prioritized the ethnicity of characters in program selection. Most referenced personality or age as the primary identity-based factors of interest. Although students widely recognized negative stereotypes of Latinos in mainstream English-language media, this did not overwhelmingly dictate media choices, seemingly due to lack of alternative choices. In contrast, Spanish language programming offered a positive alternative to English-language media and may serve identity needs. The theoretical and practical implications are discussed.

Transitioning to emergency online teaching: The experience of Spanish language learners in a US university

This study documents students' experiences during the Emergency Online Transition of Spring 2020 in a Spanish language program at a large public university in the United States. Data from students' mid-term and end-of-term questionnaires, as well as teachers' journals, were collected in the Spring, and follow-up teacher interviews were carried out in Fall 2020. Results indicate that students' overall stress levels diminished from beginning to end of the academic term but that individual experiences were extremely varied. While some students enjoyed the increased autonomy and self-paced learning opportunities of the online format, others felt distressed in this less directed modality and emphasized the negative effect of reduced social interactions on their levels of engagement. Only few students mentioned technological difficulties as a central challenge in their learning process, but many believed that they had learned less than in traditional face-to-face courses. Instructors’ views differed in this respect, as they considered that the reduced group-size of synchronous Zoom sessions allowed them to hear more of each student, which they saw as evidence of increased student talk as compared to the usual whole-class face-to-face sessions. This more intimate virtual set-up also increased a sense of proximity between teachers and students.

Targeting Young Viewers to Watch Traditional Television

Univision is a brand well-known to Hispanic viewers, but with fragmentation and so many choices within the media landscape, they had to break through the noise effectively. The challenge for Univision was to attract a younger demographic (18–34 year-olds) of loyal viewers to consume Spanish language programming by packaging the use of music and reggaeton in a new telenovela which would showcase premium content that appealed to audiences of all ages. They identified digital, social, radio, and out-of-home platforms consumed by these potential viewers to deliver content and awareness to bring the idea to life. The results exceeded all programming and sales estimates, grew the timeslot’s ratings, and brought in a younger audience than any 8 pm telenovela.

Insights into SHL program direction: student and program advocacy challenges in the face of ideological inequity

As Spanish heritage language (SHL) programs grow nationwide, SHL program directors (PD) are tasked with negotiating the intricacies of either building an SHL program from scratch or carving space for a program that, unlike second language (L2) programs, are not institutionalised. Considering the evidence of deeply embedded dominant language ideologies in language departments, it is crucial to gain further insights into the challenges that SHL PDs are facing. To this end, this qualitative study explores the difficulties a group of SHL PDs confront as they fulfil their duties to design, promote, assess, and advocate for their programs and students. It also describes how they navigate the goals and interests of their department’s and institution’s stakeholders, which may or may not align with the goals of SHL education. The results show that SHL LPs face challenges at the individual, departmental, and institutional levels. At the same time, they learn to become resilient against these challenges as they focus on the success of their students and programs.

Interprofessional Education for Students of Translation/Interpreting and the Health Professions

In response to the rising need for Spanish-English interpreters in the United States, there has been an increase in translation and interpreting and Spanish for the health professions courses in Spanish language programs (Martinez 2015). However, before Spanish students are exposed to a clinic or hospital context, they may have limited experience interacting with health professionals. Health professions programs encourage their faculty to develop opportunities for students from different professional fields to learn together (“interprofessional education”), but these opportunities do not frequently extend to language programs. In this essay, we present the need for an interdisciplinary approach to addressing health equity for Spanish speakers in the United States and provide practical suggestions for interprofessional education opportunities that allow students in translation and interpreting programs and the health professions to work together. To illustrate our approach to interprofessional education, we describe a patient care simulation activity for Spanish and nursing students. Through interprofessional activities addressing language and healthcare, Spanish and health professions students can gain an awareness of their role in supporting health equity for Spanish-speaking Latinos in the United States and practical experience with collaborating and addressing communication difficulties in healthcare settings.

Foreign Language Curricula and the Influence of Immigrant-Origin Groups

Despite theoretical claims that assimilation is a multidirectional process, most studies assess the behaviors of immigrants and their children. The author departs from this tradition to ask whether immigrant-origin populations influence the availability of Advanced Placement Spanish and Chinese/Japanese language courses. Building on past work, the author treats foreign language programs as a marker of institutional change and a greater acceptance of immigrant culture. County-level data are pooled from the American Community Survey, the Common Core of Data, the Voting and Elections Collection (CQ Press), and the College Board between 2000 and 2017. The results indicate that Hispanic and Chinese/Japanese populations exert an influence on school curricula, but this relation varies depending on historical patterns of immigrant settlement. The author also finds that Spanish and Asian foreign language programs are most likely to be demanded in locations with highly educated populations. This article provides evidence that mainstream institutions can move toward immigrant and minority culture.

Assessment in Spanish heritage language programs

Spanish heritage language learners (HLLs) are heterogeneous in nature. Thus, how can we assess these students? Most of the literature on this has been on placement exams (Polinsky & Kagan, 2017, among others), but the focus of this article is on assessment in Spanish heritage courses. Placement test results should be indicators of what should be included in the curriculum. One of the main challenges is the lack of the following components: specific proficiency indicators for HLLs, consensus in defining key concepts, understanding dialect variation, assessment for measuring linguistic skills, and finally research on HLLs’ assessment (Malone, Kreeft Peyton, & Kim, 2014). Thus, assessment is the biggest challenge in HL education due to the dominant monolingual ideologies, so formative assessment practices are recommended to confront them by allowing HLLs to negotiate their linguistic identities via multilingual perspectives (King, Liu, & Schwedhelm, 2018). What are specific tools or activities to negotiate these? Personal narratives of US Latinos were collected by Carreira and Beeman (2014) for the sake of reflections of HLLs as language brokers. González-Davies (2004, 2018) also mentions the importance of peer-to-peer strategies for translation competence. These projects can also become group projects, like the manifestos implemented by Moreno and MacGregor-Mendoza (2019) in a course in which language, culture, and community are the goals. All these activities are examples of the kinds of assessment that may be effective in the heritage classroom and may guide their instructors. The goal of this article is to suggest activities to connect HLLs with their communities at the same time that their learning gains are assessed in terms of language proficiency.

Limited treatment accessibility: Implications for alcohol treatment disparities among Mexican Americans living in the U.S.-Mexico border region

PurposeReceipt of alcohol-related care for alcohol use is particularly low among those residing in the U.S.-Mexico border region. One reason for this disparity may be limited treatment accessibility, making it difficult for those who need it to access needed treatment. The current study assesses whether differences in treatment utilization are mediated by differences in treatment accessibility in cities within and outside of the border region. MethodsWe used data from the U.S.-Mexico Study of Alcohol and Related Conditions involving a probability sample of Mexican-origin adults surveyed in three cities in Texas (2011−2013). We included only participants with a lifetime history of alcohol use disorder (AUD) (n = 792). We examined two lifetime measures of self-reported alcohol treatment utilization: considering getting help for an alcohol problem and receipt of treatment. We geocoded locations of facilities listed in the SAMHSA National Directory of Drug and Alcohol Abuse Treatment Facilities. We considered three types of facilities: any outpatient treatment, programs offering fee assistance, and programs offering Spanish-language services. We measured treatment accessibility by density of treatment (i.e., number of facilities within a 20-mile radius of participant's residence) and proximity to treatment (i.e., travel time to nearest facility). We assessed direct and indirect effects of two cities in the border region (versus one nonborder city) on the outcomes through treatment accessibility using generalized structural equation models that accounted for clustering of respondents in cities and in neighborhoods, weighted for sampling and nonresponse and adjusted for covariates. ResultsOf 792 respondents with lifetime AUD, 22% had considered getting help and 11% had received treatment, with consideration of getting help being less likely in cities in the border region. We observed no significant differences in treatment receipt across cities. Reduced densities of all three types of treatment programs were significant mediators for the effect of residing in a border region on considering getting help. Time to nearest Spanish-language program also mediated the effect of residing in a border region on considering getting help for one city. ConclusionsBorder cities had lower density of treatment and because treatment density was positively associated with considering getting help, residence in a city in the border region was associated with lower odds of considering getting help, regardless of type of treatment. These findings suggest increasing the number of treatment locations available within cities along the U.S.-Mexico border may encourage those with AUD to consider getting help.

A Case Study of the Use of Newsela PRO Among Adult, Emergent Bi/Multilingual Learners in a Precollege Program

Adult literacy and English as an Additional Language (EAL) programs are often challenged to find suitable and authentic reading texts and instructional materials for their students. Newsela PRO, an entirely online resource, provides high-interest fiction, timely news articles, and other nonfiction texts in both English and Spanish that focus on developing reading and critical thinking skills by providing students with five levels of reading difficulty. Although originally designed for younger learners, the use of Newsela PRO has recently expanded into adult literacy programs. This convergent mixed-methods study investigated the usability and instructional use of this educational technology in an intensive, precollege EAL program in a community college in the northeastern United States. This case study found that instructors felt the detailed reports provided by Newsela PRO enhanced their instruction and feedback and enabled them to differentiate instruction more effectively. Regardless of language-proficiency level, students found Newsela “easy to very-easy-to-use.” They were motivated to read more extensively and developed more confidence in their academic skills and English-language proficiency. These preliminary findings justify the additional cost of Newsela PRO as well as exploring its expanded use in other adult education, EAL, and literacy programs, especially Spanish-language literacy programs, both in the United States and internationally. As many adult and higher education programs were mandated to transition to distance learning exclusively during the recent COVID-19 pandemic, the effective instructional use of educational technology has become critical.

News, Programs, Publications, and Awards

News, Programs, Publications, and Awards

672-P: Comparing Latina Experiences with Diabetes Self-Management Education (DSME) in a Virtual World (VW) vs. the Face-to-Face Format (F2F)

Purpose: To characterize Latina experiences of a Spanish-language DSME program delivered in the VW versus a F2F format. Methods: Qualitative analysis of transcripts from three semi-structured focus groups conducted with 22 randomly selected Latina women enrolled in the Women in Control (WIC) DSME comparative effectiveness study. Two researchers coded the data and conducted a qualitative thematic analysis. Audio recordings were transcribed verbatim. Results: A total of 73 Latinas living with uncontrolled type 2 diabetes enrolled in the WIC study with an average age of 52yo, ∼75% had less than a high school diploma and more than 40% reported low health literacy. Four overarching themes were identified and applied to both VW and F2F formats, including (1) the impact of depression on diabetes self-care, (2) strong desire for actionable education (3) high value on peer coaching and positive group culture. One additional theme was identified among VW participants - (4) Positive Technological Development (PTD) - the sense of agency developed through learning to use technology for DSME. Conclusion: Latina women with diabetes with low health and computer literacy were positively impacted by the Women in Control DSME program both in F2F and in a VW. The VW platform facilitated PTD even among those with very low literacy and computer experience. Disclosure K. Melo: None. A. Bragg: None. L.D. Laird: None. P. Gardiner: None. J.M. Howard: None. S. Mitchell: Speaker’s Bureau; Self; Merck Sharp & Dohme Corp. Stock/Shareholder; Self; See Yourself Health, LLC. Funding National Institute of Diabetes and Digestive and Kidney Diseases (R01DK106531-05S1)

Producción de ensayos y artículos de divulgación en asignaturas de lengua castellana: Implicaciones en la formación del profesorado

Esta investigación se centra en la pregunta: ¿Cómo optimizar los procesos de enseñanza y aprendizaje de la competencia escrita de los estudiantes de la Licenciatura en Literatura y Lengua Castellana, alrededor de géneros discursivos propios de los textos argumentativo y expositivo-explicativo? Para responderla, optamos por un enfoque cualitativo apoyado en el método investigación-acción. Efectuamos intervenciones en dos grupos de estudiantes de quinto y noveno semestre. Ambos grupos tienen en común que se forman para el ejercicio profesional en la enseñanza básica y media. Concluimos que los docentes en formación logran planear, ejecutar y evaluar textos eficaces para sus entornos específicos de aula, y generamos un Recurso Educativo Digital Abierto-REDA (Expoargumentar) que ayudará a los futuros docentes a diseñar propuestas de intervención en función del desarrollo de las competencias escriturales.

Service-learning Education Improvement for Foreign Language Learners

The problem addressed in this study was the decreasing rate of enrolment in foreign language programs by Australian university students. A mixed-methods research methodology was used, with the quantitative data collected through tests conducted on participants and the qualitative data collected through semi-structured interviews. The sample consisted of 62 students enrolled in a Spanish foreign language program at a university in Melbourne. The student participants were divided into two groups: a control group, which had 31 students, and an experimental Service-Learning (SL) group, which also had 31 students. The students were also divided into two groups according to academic level: intermediate and advanced. Each group completed three academic tests: listening, oral and language use, reading and writing, both pre- and post-intervention. Findings were that oral language proficiency increased for students that had taken the SL program. They showed no significant increase in listening, reading, and writing. These effects did not differ significantly by level of academic achievement.

NP5 Salud Para Usted y Su Familia [Health for You and Your Family]: Integration of Research, Education and Extension to Promote Healthier Mexican-Heritage Families

Objective To implement and evaluate an integrated Spanish-language program to improve nutrition, increase physical activity, and strengthen family function among Mexican-heritage (MH) families. We describe research (stepped wedge cluster randomized controlled trial [SWCRCT] of father-focused, family-centered program), education (experiential learning and innovative teaching), and extension (promotora-led charlas [chats/talks]) components. Description The SWCRCT consists of clusters of 10-15 families receiving six in-person group sessions (three focused on father-child pairs) and at-home activities. Session include food tastings, interactive lessons, active games, hands-on food preparation, time to eat together, and goal setting. The promotora interventionists were trained using the train-the-trainer approach to gain knowledge and skills related to nutrition and food preparation, physical activity, family functioning, and motivational interviewing. The program actively involved undergraduate and graduate students from Texas A&M University, Baylor University, and Texas State University in experiential training that included material development, participant observation of promotora trainings (cooking and experiential nutrition and physical activity) and family pretesting, and motivational interviewing. Program activities and learnings were included in undergraduate and graduate courses (research methods and evaluation). In the charla program, team promotoras conducted a series of five community-based programs and activities that delivered science-based knowledge and informal educational programs to empower Mexican-heritage children and families to make sustainable healthy decisions. More than 400 participants attended charlas, which took place in community centers, churches, community organizations, and colonia neighborhoods. Evaluation Data were collected for training, recruitment, process (observations and checklists), and outcome (pre- and post-program surveys, seven-day accelerometer, Veggie Meter®, and interviews/focus groups. Surveys and reflection papers from students were used. Post-charla surveys, debriefs, and a follow-up ripple effect survey (sharing of session materials) was done. Conclusion and Implications This integrated family program enhances the capacity of families, students, promotoras, and community members to incorporate education and skill-building into healthier behaviors. The SWCRCT is a game changer by engaging Mexican-heritage fathers, co-parenting couples, and children and addresses a lacuna in obesity prevention.

Multiple pathways to multilingual investment: a collective case study of self-identified Mexican students in the U.S

ABSTRACTThe children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual, and multicultural students often encounter mononational, monolingual, and monocultural ideologies in their schools and communities. The result is that potentially hybridized learning contexts turn into sites of struggle for continued positive multilingual identities and investments. This multiple case study implemented surveys and interviews to explore the factors that contribute to the high multilingual investment of three self-identifying Mexican students residing in the U.S. Findings indicate that strong family relationships, formal coursework in Spanish, as well as a strong ethnic identity as Mexicans are interrelated factors that contribute to their high multilingual investment. In turn, this study suggests there are multiple pathways for Spanish-speakers residing in the U.S. to maintain, develop, and regularly use their Spanish abilities even in English hegemonic contexts. Dual language education is a powerful factor, but formal Spanish courses at the secondary and post-secondary level are also equally strong contributors when dual language education is not available. Furthermore, years of schooling in Mexico can counter monolingual educational contexts that adolescents often encounter. Implications for how educators may further facilitate positive and powerful multilingual identities and investments with their students along the educational pipeline are explored with a specific attention to Spanish language programming and raciolinguistic ideologies.

Using different carrots: How incentivization affects proficiency testing outcomes

AbstractThis study represents program‐level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end‐of‐year testing was whether the students were doing their best on assessments. To investigate this, 253 end‐of‐second‐year students were divided into two experimental conditions: (a) 95 students received up to 10% of their final grade based on meeting the speaking goal, and (b) 73 students received up to 5% of their grade on the same criterion. Eighty‐five students formed a control group with no grading incentive. All took ACTFL tests in speaking (the Oral Proficiency Interview‐computerized [OPIc]), listening (Listening Proficiency Test), and reading (Reading Proficiency Test). The group whose OPIc score counted for 10% performed significantly higher than other two groups. Females were more positively affected by the incentivization. Programs with language goals should consider incentivized proficiency‐based exit tests to motivate their students (Chalhoub‐Deville, 1997).

Abstract A15: Challenges and successes in delivering a cancer survivorship support program among rural Latinas

Abstract Introduction: Rates of cancer survivorship are increasing for most cancers. However, Latina cancer survivors tend to experience lower quality of life and higher levels of distress following cancer compared to non-Latina Whites (NLW). While social support resources can alleviate the negative psychosocial impact of cancer sequelae, there are often limited resource availability and uptake among Latina cancer survivors. Objective: This presentation will include descriptions of the qualitative and quantitative study design, recruitment strategies, cultural adaptations of the intervention, challenges, and successes in data collection and intervention delivery. Methods: This study included a qualitative needs assessment of Latina survivors of breast and gynecologic cancers living in a rural region of Washington State, development of a 10-week Spanish-language survivor-support program, and a randomized control trial (RCT) whose effectiveness was evaluated with psychosocial and biologic outcomes. Intervention delivery and qualitative and quantitative data collection were conducted by promotores (lay health workers). Conclusion: Challenges and successes of conducting the qualitative assessment, delivering the intervention, and data collection will be discussed. Future studies can build on the methodologic insight gained from this project. Citation Format: Rachel M. Ceballos. Challenges and successes in delivering a cancer survivorship support program among rural Latinas [abstract]. In: Proceedings of the Tenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2017 Sep 25-28; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2018;27(7 Suppl):Abstract nr A15.

When ‘domestic’ and ‘international’ students study abroad: reflections on language learning, contact, and culture

ABSTRACT The present study examines the language- and culture-learning perceptions of domestic and international students from a Canadian university who participated in an intensive four-week-long Spanish language and cultural immersion program in Spain. The study draws on quantitative and qualitative data to explore the ways in which the participants’ previous international, language learning experiences influenced their acculturation in Spain. A language history questionnaire, a language contact profile, and an open-ended questionnaire offered insight into the participants’ experience abroad, their perceptions of language and intercultural learning, and their identified cultural representations on which they drew to make sense of the new environment. We review key findings and offer suggestions for the enhancement of study abroad programs of this nature.