Teaching in a Mixed Secondary Spanish Classroom: A Case Study of Strategies and Successes of Minnesota Teachers

The population of Spanish heritage language learners is increasing throughout the state of Minnesota. This change in demographics impacts schools in a variety of ways; one such consequence is the creation of classes for Spanish for Native Speakers in locations with high Latino populations. However, in most locations, such programs currently do not exist, resulting in Spanish heritage language learners enrolling in Spanish foreign language classes. These classrooms, called mixed classes due to the combination of second language learners and Spanish heritage language learners in the same classroom, pose a unique challenge to the foreign language instructors. This qualitative multiple case study investigates the challenges of mixed classes, teachers’ personal and professional history with heritage language learners, and the strategies teachers employed to meet heritage language learners’ needs. To explore these topics, three Minnesota Spanish teachers were interviewed and observed during their mixed classes. The results of this study indicate that teachers are aware of their students’ linguistic differences but do not acknowledge the distinctions in their affective characteristics. However, although teachers are aware of linguistic differences in HL students, the teachers in this investigation employed few linguistic strategies, suggesting a reason for such a discrepancy may be the teachers’ lack of education on such instructional strategies. Furthermore, the results suggest a relationship in use of affective strategies for heritage language learners and the teachers’ connection to the heritage language community, thus identifying integrative motivation as key to creating a positive learning environment for heritage language learners. TEACHING IN A MIXED SECONDARY SPANISH CLASSROOM 2 TABLE OF CONTENTS Chapter One . 4 Introduction . 4 Statement of the Problem . 7 Importance of the Study . 8 Summary of the Study . 10 Limitations of the Study. 11 Definition of Terms . 12 Overview . 13 Chapter Two . 15 Review of the Literature . 15 Challenges in the Mixed FL Classroom . 17 Linguistic Differences . 17 Motivational Differences . 19 Impact of Mixed Classrooms on HL Learners . 23 Mixed Classrooms May Result in Demotivation . 24 Mixed Classrooms May Result in Intimidation and Segregation . 26 Mixed Classrooms May Not Meet Academic Needs . 28 Mixed Classrooms May Support HL Learning . 29 Teaching Strategies Used for HL Learners . 30 Partnering Strategies for Improving HL Instruction in Mixed FL Classrooms . 37 Differentiation Strategies for Improving HL Instruction in Mixed Classrooms . 40 Teacher Preparation for HL Learners . 44 Need for Increased Cultural Competency . 49 Summary . 51 Chapter Three . 52 Methods. 52 Positionality . 52 Research Design . 53 Case Study Approach . 53 Sampling Procedures . 53 Participant Characteristics . 54 Data Collection and Analysis . 55 Validity . 58 Chapter Four . 59 Results . 59 Teacher Profiles . 59 Susana . 59 District Information . 61 Class Information . 61 Michelle . 63 Experience with the HL Community . 65 TEACHING IN A MIXED SECONDARY SPANISH CLASSROOM 3 District Information . 65 Class Information . 66 Lisa . 68 District Information . 71 Class Information . 72 HL Teaching Strategies Utilized . 73 Susana . 77 Michelle . 79 Lisa . 81 Summary of HL Teaching Strategies Utilized . 83 Chapter Five . 85 Discussion . 85 Challenges in the Mixed FL Classroom . 85 Teachers’ Methods for Addressing HL Learners’ Needs . 89 Teachers’ Acquisition of Differentiation Strategies for HL Learners . 91 Conclusions . 95 Linguistic Focus Devalues HL Learners’ Affective Characteristics . 95 FL Teachers’ Integrative Motivation Cultivates Positive Environment for HL Learners 95 Limitations of Study . 97 Recommendation for Future Research . 98 References . 99 Appendix A: Observation Protocol . 107 Appendix B: Interview Protocol . 108 Structured First Interview Protocol .