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dc.contributor.advisorShort, Kathleenen_US
dc.contributor.authorHibbs, Brian Galeen_US
dc.creatorHibbs, Brian Galeen_US
dc.date.accessioned2014-07-18T22:07:39Z
dc.date.available2014-07-18T22:07:39Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10150/323467
dc.description.abstractThe purpose of this research study was to explore the possibilities of using children's and adolescent literature with lower-level students of Spanish. The study investigated second-semester students' perceptions of their experiences reading children's and adolescent literature in Spanish and the relevance of reading this literature on their acquisition of Spanish and their understanding and appreciation of Latino culture. Seventy-eight students enrolled in three second-semester Spanish courses in a large Southwestern university read two children's books in Spanish as part of the course curriculum; sixty-eight of these students agreed to participate in the research study. Quantitative data concerning students' periodic self-ratings of their communicative abilities in Spanish were collected via questionnaires. Qualitative data concerning students' perceptions of their experiences reading the children's books were collected through journal entries, surveys, focus-group interviews, and compositions. Students indicated that their communicative skills in Spanish increased throughout the course of the semester. Students in Classes #1 and #2 believed that their reading abilities in Spanish increased from novice-mid to novice-high. Students in Class #3, however, concluded that their reading abilities in Spanish increased from novice-mid to the intermediate-low. Students affirmed that reading the children's books helped them see Spanish vocabulary and grammar in context and reinforced the vocabulary items and grammatical features of Spanish they previously learned in the course textbook. Many students indicated that reading and discussing the children's books contributed to the development of their reading ability as well as other communicative abilities in Spanish. Students' opinions varied concerning the extent to which curricular engagements supported or impeded their comprehension of the children's books. Additionally, students asserted that the children's books contributed to their understanding and appreciation of Latino culture and that the books supported the development of their intercultural competence. A number of research and pedagogical implications of the study are included along with avenues for further research.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectcomprehensible inputen_US
dc.subjectintercultural competenceen_US
dc.subjectreader response theoryen_US
dc.subjectsecond language acquisitionen_US
dc.subjectsecond language readingen_US
dc.subjectSecond Language Acquisition & Teachingen_US
dc.subjectchildren's literatureen_US
dc.titleReading Children's and Adolescent Literature in Three University Second-Semester Spanish Courses: An Action Research Studyen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberShort, Kathleenen_US
dc.contributor.committeememberAnders, Patriciaen_US
dc.contributor.committeememberDupuy, Béatriceen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-31T20:00:05Z
html.description.abstractThe purpose of this research study was to explore the possibilities of using children's and adolescent literature with lower-level students of Spanish. The study investigated second-semester students' perceptions of their experiences reading children's and adolescent literature in Spanish and the relevance of reading this literature on their acquisition of Spanish and their understanding and appreciation of Latino culture. Seventy-eight students enrolled in three second-semester Spanish courses in a large Southwestern university read two children's books in Spanish as part of the course curriculum; sixty-eight of these students agreed to participate in the research study. Quantitative data concerning students' periodic self-ratings of their communicative abilities in Spanish were collected via questionnaires. Qualitative data concerning students' perceptions of their experiences reading the children's books were collected through journal entries, surveys, focus-group interviews, and compositions. Students indicated that their communicative skills in Spanish increased throughout the course of the semester. Students in Classes #1 and #2 believed that their reading abilities in Spanish increased from novice-mid to novice-high. Students in Class #3, however, concluded that their reading abilities in Spanish increased from novice-mid to the intermediate-low. Students affirmed that reading the children's books helped them see Spanish vocabulary and grammar in context and reinforced the vocabulary items and grammatical features of Spanish they previously learned in the course textbook. Many students indicated that reading and discussing the children's books contributed to the development of their reading ability as well as other communicative abilities in Spanish. Students' opinions varied concerning the extent to which curricular engagements supported or impeded their comprehension of the children's books. Additionally, students asserted that the children's books contributed to their understanding and appreciation of Latino culture and that the books supported the development of their intercultural competence. A number of research and pedagogical implications of the study are included along with avenues for further research.


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