In your own backyard: legitimising local communities as a way to increase language learning motivation. Issue 4 (1st October 2020)

• Record Type: Journal Article
• Authors: Tecedor, Marta; Pascual y Cabo, Diego
• Is Part Of: Language, culture and curriculum. Volume 33:Issue 4(2020)
• Page Start: 433
• Page End: 450
• Publication Date: 2020-10-01
• Subjects: Culture curriculum -- Spanish language teaching -- motivation -- Spanish-speaking communities of the US -- L2 learners -- heritage learners; Language and languages -- Periodicals; Language and languages -- Study and teaching -- Periodicals; 405
• DOI: 10.1080/07908318.2019.1705318
• Languages: English
• ISSNs: 0790-8318

Abstract

ABSTRACT: This study examines the impact of two types of culture instruction on students' motivation —a traditional curriculum that pivots on Spanish-speaking countries and a redesigned curriculum focused on US Hispanic communities. Drawing on Gardner's (1985. Social psychology and second language learning: The role of attitudes and motivation . London: Edward Arnold) socio-educational model, a survey was developed to measure participants' ( N = 869) integrative and instrumental motivation as well as their attitudes towards US Spanish. Confirmatory factor analysis and a mixed model linear regression were used to explore differences among groups after the intervention period. Findings indicate (i) a negative effect of traditional culture instruction on integrativeness and instrumental orientation, (ii) a positive impact of the one-semester redesign treatment on integrativeness, and (iii) a positive impact of the two-semester redesign treatment on integrativeness, instrumental orientation, and attitude towards US Spanish . These results suggest that instruction aimed at embracing rather than ignoring US Spanish communities benefit students and that traditional models of teaching culture hinder motivation and learning.