Differentiating Heritage and Foreign Language Learners of Spanish: Needs, Perceptions, and Expectations

Autor/inn/en	Hedgcock, John S.; Lefkowitz, Natalie
Titel	Differentiating Heritage and Foreign Language Learners of Spanish: Needs, Perceptions, and Expectations
Quelle	In: Applied Language Learning, 26 (2016) 1, S.1-38 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Second Language Learning; Second Language Instruction; Spanish; Language Attitudes; Heritage Education; Native Language Instruction; Profiles; Student Characteristics; Language Proficiency; Student Attitudes; Educational Objectives; Mixed Methods Research; Comparative Analysis; Ethnography; College Students; Student Surveys; Anxiety; Interpersonal Competence; Self Concept; Teacher Attitudes; Self Evaluation (Individuals); Learning Motivation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Sprachverhalten; Native language education; Muttersprachlicher Unterricht; Charakterisierung; Profilanalyse; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Ethnografie; Collegestudent; Schülerbefragung; Angst; Interpersonale Kompetenz; Selbstkonzept; Lehrerverhalten; Motivation for studies; Lernmotivation
Abstract	Research on heritage language (HL) development and education has characterized the unique linguistic, sociocultural, and affective profiles of heritage-language (HL) students, yet foreign-language (FL) education has only begun to understand HL students in relation to non-heritage students (Carreira & Kagan, 2011; Felix, 2008). To deepen our understanding of the unique characteristics of HL and FL populations, this investigation examines: (1) how HL learners' language learning goals, perceptions of language proficiency and learning needs, and habits of language use distinguish them from those of their English-speaking FL counterparts, and (2) how FL and HL students' perceptions of (and attitudes toward) Spanish implicitly or explicitly reflect attitudes expressed in the classroom and elsewhere. This mixed-methods study explores and compares the perceptions and experiences of 109 university-level HL students and 138 FL students as reported in survey responses and ethnographic interviews. Socio-affective variables distinguishing HL and FL groups include attitudes toward Spanish, judgments of linguistic norms, learners' efforts to achieve legitimacy as users of Spanish, and obstacles to interaction, including anxiety and social inhibition. Quantitative and qualitative analyses depict participants' self-images as fragile users of Spanish, with many characterizations paralleling instructor and peer perceptions. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-tab\|3
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01