Dissertation
Differentiating Instruction for Heritage Speakers of Spanish
Washington State University
Doctor of Philosophy (PhD), Washington State University
01/2021
DOI:
https://doi.org/10.7273/000002456
Handle:
https://hdl.handle.net/2376/122091
Abstract
This research study explores differentiated instruction for heritage speakers of Spanish. Twenty-three undergraduate heritage Spanish speaker students from different backgrounds and of varied proficiency levels participated in a semester long -Action Research- study to explore students’ outcomes and perceptions of differentiated instruction. Data sources included: Blackboard course data, semi-structured interviews, a voluntary exit interview, Newsela data, and a teacher journal. The study found that differentiating instruction is perceived by students as positive and can help instructors meet the needs of heritage language students in language classes. Implications and recommendations for the instruction of heritage language learners are included, as well as suggestions for future research.
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Details
- Title
- Differentiating Instruction for Heritage Speakers of Spanish
- Creators
- Sonia Isabel Lopez-Lopez
- Contributors
- Joy L Egbert (Advisor)Jane E Kelley (Committee Member)Tariq Akmal (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Teaching and Learning, Department of
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 168
- Identifiers
- 99900606856001842
- Language
- English
- Resource Type
- Dissertation