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Improving Spanish Linguistic Fluency...

de Lourdes Marisol Irwig, Maria,

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Improving Spanish Linguistic Fluency in Eighth Graders Through Comprehensible Input Strategies /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving Spanish Linguistic Fluency in Eighth Graders Through Comprehensible Input Strategies // Maria de Lourdes Marisol Irwig.
Author:	de Lourdes Marisol Irwig, Maria,
Description:	1 electronic resource (160 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31558512
ISBN:	9798383704943

Improving Spanish Linguistic Fluency in Eighth Graders Through Comprehensible Input Strategies /
de Lourdes Marisol Irwig, Maria,

Improving Spanish Linguistic Fluency in Eighth Graders Through Comprehensible Input Strategies /Maria de Lourdes Marisol Irwig. - 1 electronic resource (160 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

The purpose of this comparative study is to determine whether the linguistic input approach based on Krashen's (1989) comprehensible input (CI) and supported by Kolb's (2015) experiential learning (ELT) and Siemens' (2005) connectivism theory (CT) to improve eighth graders' Spanish speaking and writing linguistic proficiencies. Previous research on world language acquisition demonstrated that Krashen's (1989) Input Hypothesis (IH) approach can further students' linguistic proficiency. However, eighth graders have a fixed time to achieve their needed linguistic goals within a school year to be promoted to their preferred world language levels in high school, where they may require an approach that covers both Spanish linguistic fluency and grammatical accuracy. Therefore, this comparative study examined how eighth-graders linguistic fluency improved through a CI approach curriculum versus a curriculum that followed a grammar methodology. The intervention took place in an academic setting in San Diego, California. The intervention compared students' results from four cohorts, two being the control groups and two being the experimental groups. Two of the cohorts' participants (C, CD) had at least 1 year of experience learning Spanish as a world language, and the other two cohorts' participants (A, AB) had at least 3 years of experience learning Spanish as a world language.

English

ISBN: 9798383704943Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

American Council

Improving Spanish Linguistic Fluency in Eighth Graders Through Comprehensible Input Strategies /
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100 1 $a de Lourdes Marisol Irwig, Maria, $e author. $3 3822677
245 1 0 $a Improving Spanish Linguistic Fluency in Eighth Graders Through Comprehensible Input Strategies / $c Maria de Lourdes Marisol Irwig.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (160 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
500 $a Advisors: Howard, Barbara Committee members: Merwin, Gregory; Yan, Yuyang.
502 $b Ed.D. $c Concordia University Irvine $d 2024.
520 $a The purpose of this comparative study is to determine whether the linguistic input approach based on Krashen's (1989) comprehensible input (CI) and supported by Kolb's (2015) experiential learning (ELT) and Siemens' (2005) connectivism theory (CT) to improve eighth graders' Spanish speaking and writing linguistic proficiencies. Previous research on world language acquisition demonstrated that Krashen's (1989) Input Hypothesis (IH) approach can further students' linguistic proficiency. However, eighth graders have a fixed time to achieve their needed linguistic goals within a school year to be promoted to their preferred world language levels in high school, where they may require an approach that covers both Spanish linguistic fluency and grammatical accuracy. Therefore, this comparative study examined how eighth-graders linguistic fluency improved through a CI approach curriculum versus a curriculum that followed a grammar methodology. The intervention took place in an academic setting in San Diego, California. The intervention compared students' results from four cohorts, two being the control groups and two being the experimental groups. Two of the cohorts' participants (C, CD) had at least 1 year of experience learning Spanish as a world language, and the other two cohorts' participants (A, AB) had at least 3 years of experience learning Spanish as a world language.
546 $a English
590 $a School code: 1942
650 4 $a Bilingual education. $3 2122778
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Educational leadership. $3 529436
653 $a American Council
653 $a Comprehensible input
653 $a Middle school
653 $a Spanish language acquisition
653 $a Connectivism theory
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690 $a 0282
690 $a 0290
690 $a 0449
710 2 $a Concordia University Irvine. $b Education. $e degree granting institution. $3 3822678
720 1 $a Howard, Barbara $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-02A.
790 $a 1942
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31558512