ARTICULATION IN THE SPANISH PROGRAM AT A LARGE SOUTHWESTERN UNIVERSITY: A CASE STUDY

Persistent Link:
http://hdl.handle.net/10150/202692
Title:
ARTICULATION IN THE SPANISH PROGRAM AT A LARGE SOUTHWESTERN UNIVERSITY: A CASE STUDY
Author:
Gabbitas, Jeffrey William
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Articulation is defined by Byrnes as "the well motivated and well designed sequencing and coordination of instruction toward certain goals." Factors concerning vertical articulation (the sequencing of language courses from the entry point to the end point of instruction) and horizontal articulation (coordination of multi-sectioned language courses) are the foci of this research. Student motivation relating to articulation efforts is also considered. The data for the study included departmental documents, course textbooks and course syllabi, questionnaires from 725 students and 99 instructors, follow-up interviews with eight students and six instructors, and a composition analysis of 66 student essays. While students' perceptions are favorable to the vertical flow of Spanish courses, data reveals that students experience a gap between Spanish 202 and Spanish 251level courses. Furthermore, the data show that while certain policies and procedures implemented in the Spanish department dampen the concern of false beginners, students at the beginning and intermediate levels of instruction are placed below their proficiency levels. In regard to horizontal articulation, data indicate that standardized syllabi among individual multi-sectioned courses contribute to congruent instruction, whereas non-standardized syllabi created by individual instructors teaching the same course do not. In addition, rates of accurate usage of the verbs ser and estar in students' compositions indicate that students enrolled in Spanish 251 and 325 have reached similar levels of proficiency generally. Data also reveal a need for clearly and consistently stated instructional objectives in order to improve future articulation efforts. Other implications of the study include the need to investigate different methods for teacher training given the needs and constraints discussed by focus instructors.
Type:
text; Electronic Dissertation
Keywords:
post-secundary; program administration; program articulation; Spanish department; Second Language Acquisition & Teaching; foreign language; higher education
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Second Language Acquisition & Teaching
Degree Grantor:
University of Arizona
Advisor:
Adamson, H. Douglas

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleARTICULATION IN THE SPANISH PROGRAM AT A LARGE SOUTHWESTERN UNIVERSITY: A CASE STUDYen_US
dc.creatorGabbitas, Jeffrey Williamen_US
dc.contributor.authorGabbitas, Jeffrey Williamen_US
dc.date.issued2011-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractArticulation is defined by Byrnes as "the well motivated and well designed sequencing and coordination of instruction toward certain goals." Factors concerning vertical articulation (the sequencing of language courses from the entry point to the end point of instruction) and horizontal articulation (coordination of multi-sectioned language courses) are the foci of this research. Student motivation relating to articulation efforts is also considered. The data for the study included departmental documents, course textbooks and course syllabi, questionnaires from 725 students and 99 instructors, follow-up interviews with eight students and six instructors, and a composition analysis of 66 student essays. While students' perceptions are favorable to the vertical flow of Spanish courses, data reveals that students experience a gap between Spanish 202 and Spanish 251level courses. Furthermore, the data show that while certain policies and procedures implemented in the Spanish department dampen the concern of false beginners, students at the beginning and intermediate levels of instruction are placed below their proficiency levels. In regard to horizontal articulation, data indicate that standardized syllabi among individual multi-sectioned courses contribute to congruent instruction, whereas non-standardized syllabi created by individual instructors teaching the same course do not. In addition, rates of accurate usage of the verbs ser and estar in students' compositions indicate that students enrolled in Spanish 251 and 325 have reached similar levels of proficiency generally. Data also reveal a need for clearly and consistently stated instructional objectives in order to improve future articulation efforts. Other implications of the study include the need to investigate different methods for teacher training given the needs and constraints discussed by focus instructors.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectpost-secundaryen_US
dc.subjectprogram administrationen_US
dc.subjectprogram articulationen_US
dc.subjectSpanish departmenten_US
dc.subjectSecond Language Acquisition & Teachingen_US
dc.subjectforeign languageen_US
dc.subjecthigher educationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAdamson, H. Douglasen_US
dc.contributor.committeememberDupuy, Beatriceen_US
dc.contributor.committeememberAriew, Robert A.en_US
dc.contributor.committeememberAdamson, H. Douglasen_US
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