Don quixote meets ser and estar: Multiple perspectives on language learning in Spanish literature classes

  • Polio C
  • Zyzik E
  • 21

    Readers

    Mendeley users who have this article in their library.
  • 18

    Citations

    Citations of this article.

Abstract

This multiple case study examines language-focused instruction in 3 university Spanish literature classes to examine the students’ and instructors’ perspectives on language learning in this context. The classes were studied for a semester through observations, instructor interviews and stimulated recalls, and student questionnaires. Among the findings were that although both the instructors and the students had concerns about students’ language ability, the instructors had minimal language-related goals for their classes, and language issues were dealt with mostly incidentally. In addition, several themes emerged from both groups of participants: language learning as an incidental activity, problems with students’ oral proficiency and the role of study abroad in improving it, the importance of vocabulary, and the difficulties of reading complex texts. Changes in instruction and curriculum are suggested to better meet the needs and goals of both the students and the instructors.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free