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Developing Pedagogical Strategies Wi...

John, Michelle,

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Developing Pedagogical Strategies With High School Spanish Teachers to Lower the Affective Filter for African-American Spanish Learners = = Desarrollo de Estrategias Pedagogicas con Profesores de Espanol de Secundaria para Reducir el Filtro Afectivo de los Estudiantes de Espanol Afroamericanos /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Pedagogical Strategies With High School Spanish Teachers to Lower the Affective Filter for African-American Spanish Learners =/ Michelle John.
Reminder of title:	Desarrollo de Estrategias Pedagogicas con Profesores de Espanol de Secundaria para Reducir el Filtro Afectivo de los Estudiantes de Espanol Afroamericanos /
Author:	John, Michelle,
Description:	1 electronic resource (163 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-09, Section: A.
Contained By:	Dissertations Abstracts International86-09A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31842632
ISBN:	9798310149885

Developing Pedagogical Strategies With High School Spanish Teachers to Lower the Affective Filter for African-American Spanish Learners = = Desarrollo de Estrategias Pedagogicas con Profesores de Espanol de Secundaria para Reducir el Filtro Afectivo de los Estudiantes de Espanol Afroamericanos /
John, Michelle,

Developing Pedagogical Strategies With High School Spanish Teachers to Lower the Affective Filter for African-American Spanish Learners =Desarrollo de Estrategias Pedagogicas con Profesores de Espanol de Secundaria para Reducir el Filtro Afectivo de los Estudiantes de Espanol Afroamericanos /Michelle John. - 1 electronic resource (163 pages)

Source: Dissertations Abstracts International, Volume: 86-09, Section: A.

This action research study investigated pedagogical strategies that high school Spanish teachers could use to lower the affective filter for African-American students learning Spanish. Lowering the affective filter is a key factor that influences language acquisition by impacting confidence, motivation, and anxiety. Cycle 1 participants included African-American college students who shared their experiences in Spanish classrooms through semi-structured interviews. Their insights informed the problem of practice, highlighting barriers such as limited representation, delayed language exposure, and high anxiety learning environments. Action steps in Cycle 2 involved designing, implementing, and evaluating a professional development series with high school Spanish teachers. This series focused on pedagogical strategies to create low-stakes practice opportunities, personalize feedback, and foster culturally responsive classroom environments. Teachers collaborated to design and applied these strategies and reflected on their impact during iterative sessions. Results demonstrated that targeted, teacher-driven interventions effectively reduced student anxiety, enhanced motivation, and improved overall confidence. Implications suggest that lowering the affective filter fosters equitable access to language learning, empowering African-American students to achieve bilingualism and increasing their representation in the field of World Languages.

English

ISBN: 9798310149885Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

African-american students

Developing Pedagogical Strategies With High School Spanish Teachers to Lower the Affective Filter for African-American Spanish Learners = = Desarrollo de Estrategias Pedagogicas con Profesores de Espanol de Secundaria para Reducir el Filtro Afectivo de los Estudiantes de Espanol Afroamericanos /
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520 $a This action research study investigated pedagogical strategies that high school Spanish teachers could use to lower the affective filter for African-American students learning Spanish. Lowering the affective filter is a key factor that influences language acquisition by impacting confidence, motivation, and anxiety. Cycle 1 participants included African-American college students who shared their experiences in Spanish classrooms through semi-structured interviews. Their insights informed the problem of practice, highlighting barriers such as limited representation, delayed language exposure, and high anxiety learning environments. Action steps in Cycle 2 involved designing, implementing, and evaluating a professional development series with high school Spanish teachers. This series focused on pedagogical strategies to create low-stakes practice opportunities, personalize feedback, and foster culturally responsive classroom environments. Teachers collaborated to design and applied these strategies and reflected on their impact during iterative sessions. Results demonstrated that targeted, teacher-driven interventions effectively reduced student anxiety, enhanced motivation, and improved overall confidence. Implications suggest that lowering the affective filter fosters equitable access to language learning, empowering African-American students to achieve bilingualism and increasing their representation in the field of World Languages.
520 $a Este estudio de investigacion-accion investigo las estrategias pedagogicas que los profesores de espanol de secundaria podrian utilizar para reducir el filtro afectivo de los estudiantes afroamericanos que aprenden espanol. Reducir el filtro afectivo es un factor clave que influye en la adquisicion del lenguaje al afectar la confianza, la motivacion y la ansiedad. Los participantes del ciclo 1 incluyeron estudiantes universitarios afroamericanos que compartieron sus experiencias en aulas de espanol a traves de entrevistas semiestructuradas. Sus ideas informaron el problema de la practica, destacando barreras como la representacion limitada, el retraso en la exposicion al lenguaje y los entornos de aprendizaje con alta ansiedad. Los pasos de accion en el Ciclo 2 involucraron disenar, implementar y evaluar una serie de desarrollo profesional con profesores de espanol de secundaria. Esta serie se centro en estrategias pedagogicas para crear oportunidades de practica de bajo riesgo, personalizar la retroalimentacion y fomentar entornos de aula culturalmente receptivos. Los maestros colaboraron para disenar y aplicar estas estrategias y reflexionaron sobre su impacto durante sesiones iterativas. Los resultados demostraron que las intervenciones dirigidas y dirigidas por maestros redujeron efectivamente la ansiedad de los estudiantes, mejoraron la motivacion y mejoraron la confianza general. Las implicaciones sugieren que reducir el filtro afectivo fomenta el acceso equitativo al aprendizaje de idiomas, empoderando a los estudiantes afroamericanos para lograr el bilinguismo y aumentando su representacion en el campo de las lenguas del mundo.
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650 4 $a Language. $3 643551
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653 $a African-american students
653 $a Equitable language learning
653 $a Language acquisition strategies
653 $a Teacher professional development
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