“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” -Nelson Mandela
In looking at both phases, I am inspired to continue to implement similar activities with future classes. I felt that students overall are more motivated to learn when connecting with the community by interacting with native speakers as well as incorporating Hispanic music, language, and culture into their identities.
For the end of the year student reflections, so many students mentioned being more inspired to keep learning on their own. I felt this was a major success because that is the only way they will become proficient in the Spanish language. It won't be solely from the limited activities we were able to accomplish in our short semester-long class. In reviewing all of the reflections, more students mentioned transformations in perspective as a result of the interviews from Phase 1.
In the quotations that follow, students describe making new connections after the interviews with native speakers.
"At first my perspective was that I didn't want to learn Spanish at all but over time I have had fun with it. Something that changed my perspective was doing the Spanish interview because I got to talk with native speakers."
"Native speakers are always willing to help and students like myself are not as embarrassed to ask for help."
"I've really enjoyed having conversations with the Padres Unidos and really listening and trying to understand them. I know that's really good for me and helps a lot. I'm really excited to see where my knowledge of this language will take me. I think it's cool to think about those I've interacted with in Spanish and see their perspective. They will be more comfortable with me as I continue to grow and speak "their" language. I think I can love them better and be there for them."
These were enjoyable and validated responses to read. I'm inspired to find new settings to have students interacting with native speakers. Of course, I will still implement singing and music related activities from Phase 2 as well. After all, the two types of activities can reinforce each other and go hand in hand.
Educational Implications
I think that most would agree that community and culture are two important factors when learning a language. More traditional classroom learning must be coupled with travel and immersion to be successful. How many times have you heard someone say they took 3 or 4 years of Spanish in high school and can barely speak a word. Maybe they didn't make the social and communal connections that I believe spur motivation and take language learning to the next level.
While people can easily see the connection between language and community, it's harder to see how language can influence our identity and how our changing identity can influence our language learning. Wanting to learn about another culture and incorporating that learning into your identity could motivate language learning even within classroom walls. Conversely, issues of identity and resistance or aversion to another culture could inhibit language learning.
Music should be included more in language learning in secondary school settings. We grew up learning all kinds of songs and nursery rhymes to learn, why don't we do something similar when we learn a language at a later age? It brings us together as a community. It is highly expressive, individual, and connected to identity.
Limitations
I feel like language is so personal, subjective, and mysterious that, not only can it be challenging to teach, it can be challenging to research. There are so many variables that affect language gains and motivation, it is difficult to record them quantitatively. At least this is the case for me just starting on my journey of teaching and educational research. I think most of my data was qualitative which has its own limitations. It seems harder to both generalize overall results and triangulate data that influence learning with mostly qualitative or subjective data. However, learning is subjective so educational research does need qualitative data, especially when researching concepts like motivation and identity.
Another interesting point is the one that the student made about wanting to better any skill that has begun developing just for the sake of improvement. I am possibly the biggest determinant of my students learning by providing them the appropriate activities to build skill, confidence, and motivation.
Transformations and Take-aways
Growing up, my Spanish classes in high school never connected us with the Hispanic community. Luckily I did so on my own through travel. This was the first time I've ever had students meet with and interview native speakers. I am a stronger believer than ever that this is the closest way to replicate travel and immersion and form social connections with others. I'm more aware of the role emotion plays in learning whether it is the form of joy or tension.
I've always learned from music and incorporated it into my classroom. I am more aware that singing is good, but performing for an audience is even better. And better than that, is having students relate to and personalize songs they sing. Singing around campus had an unexpected effect of getting future students excited about their Spanish 2 class in the future.
To bring this research full circle, let's go back to my original omoi, that language is entwined with thought and how we both create and share our experience. When we see language as a tool to expand our own identity and join a larger community, we are more compelled to learn it and use it. Language tells our history and predicts our future. And it's ours to explore, to use to our advantage and to help others. You are at the helm. Onward commander! ¡Adelante comandante!
For the end of the year student reflections, so many students mentioned being more inspired to keep learning on their own. I felt this was a major success because that is the only way they will become proficient in the Spanish language. It won't be solely from the limited activities we were able to accomplish in our short semester-long class. In reviewing all of the reflections, more students mentioned transformations in perspective as a result of the interviews from Phase 1.
In the quotations that follow, students describe making new connections after the interviews with native speakers.
"At first my perspective was that I didn't want to learn Spanish at all but over time I have had fun with it. Something that changed my perspective was doing the Spanish interview because I got to talk with native speakers."
"Native speakers are always willing to help and students like myself are not as embarrassed to ask for help."
"I've really enjoyed having conversations with the Padres Unidos and really listening and trying to understand them. I know that's really good for me and helps a lot. I'm really excited to see where my knowledge of this language will take me. I think it's cool to think about those I've interacted with in Spanish and see their perspective. They will be more comfortable with me as I continue to grow and speak "their" language. I think I can love them better and be there for them."
These were enjoyable and validated responses to read. I'm inspired to find new settings to have students interacting with native speakers. Of course, I will still implement singing and music related activities from Phase 2 as well. After all, the two types of activities can reinforce each other and go hand in hand.
Educational Implications
I think that most would agree that community and culture are two important factors when learning a language. More traditional classroom learning must be coupled with travel and immersion to be successful. How many times have you heard someone say they took 3 or 4 years of Spanish in high school and can barely speak a word. Maybe they didn't make the social and communal connections that I believe spur motivation and take language learning to the next level.
While people can easily see the connection between language and community, it's harder to see how language can influence our identity and how our changing identity can influence our language learning. Wanting to learn about another culture and incorporating that learning into your identity could motivate language learning even within classroom walls. Conversely, issues of identity and resistance or aversion to another culture could inhibit language learning.
Music should be included more in language learning in secondary school settings. We grew up learning all kinds of songs and nursery rhymes to learn, why don't we do something similar when we learn a language at a later age? It brings us together as a community. It is highly expressive, individual, and connected to identity.
Limitations
I feel like language is so personal, subjective, and mysterious that, not only can it be challenging to teach, it can be challenging to research. There are so many variables that affect language gains and motivation, it is difficult to record them quantitatively. At least this is the case for me just starting on my journey of teaching and educational research. I think most of my data was qualitative which has its own limitations. It seems harder to both generalize overall results and triangulate data that influence learning with mostly qualitative or subjective data. However, learning is subjective so educational research does need qualitative data, especially when researching concepts like motivation and identity.
Another interesting point is the one that the student made about wanting to better any skill that has begun developing just for the sake of improvement. I am possibly the biggest determinant of my students learning by providing them the appropriate activities to build skill, confidence, and motivation.
Transformations and Take-aways
Growing up, my Spanish classes in high school never connected us with the Hispanic community. Luckily I did so on my own through travel. This was the first time I've ever had students meet with and interview native speakers. I am a stronger believer than ever that this is the closest way to replicate travel and immersion and form social connections with others. I'm more aware of the role emotion plays in learning whether it is the form of joy or tension.
I've always learned from music and incorporated it into my classroom. I am more aware that singing is good, but performing for an audience is even better. And better than that, is having students relate to and personalize songs they sing. Singing around campus had an unexpected effect of getting future students excited about their Spanish 2 class in the future.
To bring this research full circle, let's go back to my original omoi, that language is entwined with thought and how we both create and share our experience. When we see language as a tool to expand our own identity and join a larger community, we are more compelled to learn it and use it. Language tells our history and predicts our future. And it's ours to explore, to use to our advantage and to help others. You are at the helm. Onward commander! ¡Adelante comandante!