Engagement and Emerging Elementary-Level L2 Spanish: Detailing the Status Quo and Identifying Opportunities

Autor/inn/en	Gurzynski-Weiss, Laura; Coulter-Kern, Mackenzie; Kuntz, Tess
Titel	Engagement and Emerging Elementary-Level L2 Spanish: Detailing the Status Quo and Identifying Opportunities
Quelle	In: Foreign Language Annals, 55 (2022) 1, S.54-71 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gurzynski-Weiss, Laura) ORCID (Coulter-Kern, Mackenzie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12593
Schlagwörter	Spanish; Second Language Learning; Second Language Instruction; Elementary School Students; Second Language Programs; Language Usage; Grammar; Experiential Learning; Learner Engagement; Vocabulary Development; Error Correction; Pictorial Stimuli; Task Analysis; Written Language; Achievement Gains; Learning Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Grammatik; Experiental learning; Erfahrungsorientiertes Lernen; Wortschatzarbeit; Korrektur; Fantasieanregung; Aufgabenanalyse; Geschriebene Sprache; Achievement gain; Leistungssteigerung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While many elementary-level children in the United States still do not have access to a second/additional language (L2), an increasing number are educated via Foreign Language Exposure (FLEX) tracks. Our two-semester study examines elementary-level L2 learners' engagement, emerging L2 Spanish vocabulary use, and awareness of the arbitrary nature of the relationship between form and meaning, and if this changes from a fall to a subsequent spring semester. The study examines learners' language engagement as operationalized by use of language-related episodes, self-corrections, modified output, turns, and learners' performance on four tasks: two information-gap picture-description tasks, one written production task, and one form-meaning relational task. Results indicate that, even with minimal FLEX-based exposure, learners demonstrate positive gains in terms of L2 engagement, use of L2 Spanish, and understanding of the arbitrary nature of form--meaning relationships. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01