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Spanish II Students' Decisions to (Dis)Continue to Spanish III: A Case Study in A U.S. Midwestern School District

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Title: Spanish II Students' Decisions to (Dis)Continue to Spanish III: A Case Study in A U.S. Midwestern School District
Language: English
Authors: Hannah Powell
Source: ProQuest LLC. 2024Ed.D. Dissertation, University of Kansas.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 131
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Secondary Education
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Academic Persistence, Advanced Courses, High School Students, School Districts, Student Attitudes, Learning Motivation, Language Enrollment, Standards, Bilingualism, Certification, Educational Change, Positive Attitudes, 21st Century Skills, Teacher Attitudes, Language Teachers
ISBN: 979-83-02-18247-0
Abstract: This case study investigated why high schoolers in a Midwestern school district chose to continue or discontinue studying Spanish after level II. Data was obtained from an analysis of the district's Spanish curriculum for levels I through III, a preliminary questionnaire administered to interested participants, and semi-structured interviews with three continuing and three non-continuing students. The findings of the study indicated that continuing students found utility for Spanish in their future whereas non-continuing students did not. Continuing students also had more realistic expectations about the amount of time and degree of difficulty required to learn a language, which related to how they felt about the progress they were making. Motivation, a positive attitude, and comfortability were also associated with continuation, whereas negative experiences with the curriculum and teachers were associated with discontinuation. Recommendations were made to administrators on procedures they can enact to promote Spanish enrollment in upper levels: requiring Spanish courses for related 21st-century programs, transitioning to a standards-based requirement, promoting the Seal of Biliteracy, and soliciting teacher input to adapt the Spanish curriculum. Recommendations were also made to teachers to encourage student continuation: connecting the utility of Spanish for students, implementing a communication-focused curriculum, and understanding learners' beliefs about language-learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31295069
Accession Number: ED670482
Database: ERIC
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  Data: Spanish II Students' Decisions to (Dis)Continue to Spanish III: A Case Study in A U.S. Midwestern School District
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  Data: This case study investigated why high schoolers in a Midwestern school district chose to continue or discontinue studying Spanish after level II. Data was obtained from an analysis of the district's Spanish curriculum for levels I through III, a preliminary questionnaire administered to interested participants, and semi-structured interviews with three continuing and three non-continuing students. The findings of the study indicated that continuing students found utility for Spanish in their future whereas non-continuing students did not. Continuing students also had more realistic expectations about the amount of time and degree of difficulty required to learn a language, which related to how they felt about the progress they were making. Motivation, a positive attitude, and comfortability were also associated with continuation, whereas negative experiences with the curriculum and teachers were associated with discontinuation. Recommendations were made to administrators on procedures they can enact to promote Spanish enrollment in upper levels: requiring Spanish courses for related 21st-century programs, transitioning to a standards-based requirement, promoting the Seal of Biliteracy, and soliciting teacher input to adapt the Spanish curriculum. Recommendations were also made to teachers to encourage student continuation: connecting the utility of Spanish for students, implementing a communication-focused curriculum, and understanding learners' beliefs about language-learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 131
    Subjects:
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Advanced Courses
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      – SubjectFull: High School Students
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      – SubjectFull: School Districts
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      – SubjectFull: Language Enrollment
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      – SubjectFull: Bilingualism
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      – SubjectFull: Educational Change
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      – SubjectFull: Positive Attitudes
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      – SubjectFull: 21st Century Skills
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Language Teachers
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      – TitleFull: Spanish II Students' Decisions to (Dis)Continue to Spanish III: A Case Study in A U.S. Midwestern School District
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