What is it about?
Given the decline in advanced Spanish course enrollments in U.S. universities, with a gender imbalance showing more female than male students in these programs and considering the importance of reading and writing skills at this level, it becomes crucial to examine students’ beliefs and attitudes towards the four language skills: listening, speaking, reading, and writing. This study seeks to delve into these beliefs, particularly analyzing self-reported gender differences, to better understand how they may influence enrollment trends.
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Why is it important?
This study is crucial as it reveals a significant preference for speaking and listening over reading and writing among advanced Spanish learners, hinting at a possible undervaluation of the latter skills in language learning. Highlighting self-reported gender differences, where females exhibit more positive attitudes towards all language skills, it underscores the need for pedagogical adjustments. By suggesting ways to enhance enrollment and engagement, this research offers timely insights into optimizing language learning strategies and curriculum design, potentially increasing the effectiveness of advanced Spanish programs.
Perspectives
I sincerely hope this article provides instructors and program developers with valuable insights to adjust classroom methodologies and course curriculums, enhancing language development and student motivation. It aims to serve as a foundational piece for future research in university language education, particularly in understanding the impact of beliefs and attitudes on language learning and gender differences in this context. I enjoyed the process of uncovering these insights and hope it inspires educators to foster more effective and engaging learning environments for students pursuing advanced Spanish studies.
David Balmaceda Marenco
Washington University in Saint Louis
Read the Original
This page is a summary of: Spanish enrollment decline and students’ beliefs and attitudes, Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, January 2024, John Benjamins,
DOI: 10.1075/resla.21030.bal.
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