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Engagement and emerging elementary‐level L2 Spanish: Detailing the status quo and identifying opportunities.

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Title: Engagement and emerging elementary‐level L2 Spanish: Detailing the status quo and identifying opportunities.
Authors: Gurzynski‐Weiss, Laura1 lgurzyns@indiana.edu, Coulter‐Kern, Mackenzie1, Kuntz, Tess2
Source: Foreign Language Annals. Apr2022, Vol. 55 Issue 1, p54-71. 18p.
Subject Terms: *Foreign language education, *Semester system in education, *Student engagement, *Student attitudes, *Educational relevance
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. The Challenge: Despite how common exposure‐track L2 Spanish is in the United States, little is known about what emerging bilingualism looks like in this context. Does weekly exposure‐track Spanish lead to changes in elementary‐level learners' engagement, L2 use, and understanding of the arbitrary nature of form and meaning? [ABSTRACT FROM AUTHOR]
Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Engagement and emerging elementary‐level L2 Spanish: Detailing the status quo and identifying opportunities.
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  Data: 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. The Challenge: Despite how common exposure‐track L2 Spanish is in the United States, little is known about what emerging bilingualism looks like in this context. Does weekly exposure‐track Spanish lead to changes in elementary‐level learners' engagement, L2 use, and understanding of the arbitrary nature of form and meaning? [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/flan.12593
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        Text: English
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      – SubjectFull: Student engagement
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      – TitleFull: Engagement and emerging elementary‐level L2 Spanish: Detailing the status quo and identifying opportunities.
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              Text: Apr2022
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