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

Autor/inn/en	Darhower, Mark; Smith-Sherwood, Dawn
Titel	Bridging the Language-Literature Divide via Integrated Performance Assessments in an Introductory Hispanic Literature Course
Quelle	In: Hispania, 104 (2021) 3, S.395-413 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Spanish; Introductory Courses; Undergraduate Students; College Second Language Programs; Literary Criticism; Skill Development; Classroom Communication; Oral Language; Language Proficiency; Spanish Literature; Feedback (Response); Student Evaluation; Student Attitudes; Interpersonal Communication; Rating Scales; Guidelines + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Einführungskurs; Literaturkritik; Kompetenzentwicklung; Qualifikationsentwicklung; Klassengespräch; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Schulnote; Studentische Bewertung; Schülerverhalten; Interpersonale Kommunikation; Rating-Skala; Richtlinien
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. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01