Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Paper/Best Practice Session (1 hour)

Spanish

One-Way Second/Foreign Language Immersion
Two-Way Bilingual Immersion

High School

This session reviews findings from a qualitative study related to changing cultural perspectives of native English-speaking and heritage Spanish-speaking high school students in a Spanish immersion program. Supportive relationships within the immersion family and the cross-cultural environment contributed importantly to students’ experiences. Attendees invited to share/explore high school immersion.     

This qualitative, descriptive study investigates students’ perceptions of their own culture and of their relationship to their peers of other cultural backgrounds. Participants included an ethnically, culturally, and socio-economically diverse group of 10^th-, 11^th-, and 12^th-grade native English-speakers (NES-19) and heritage Spanish speakers (HSS-8) in a stand-alone Spanish one-way immersion program (OWI) in large public high school in Virginia. Students took three academic content courses per year for four years. Data collection strategies included interviews (27) and focus groups (4), two for 10th graders and two for 11th and 12th graders. The data analysis process involved data reduction and thematic coding of all transcripts.

Scholars have identified goals and strategies for culture learning, yet very little empirical research exists on students’ experiences (Paige, R. M., Jorstad, H. L., Siaya, L., Klein, F., & Colby, J., 2003). De Jong & Bearse (2011) do examine high school students’ perceptions of their bilingualism/ biculturalism, but the empirical literature on any aspect of two-way immersion (TWI) high school programs is otherwise very sparse and is virtually nonexistent for OWI programs.

NES and HSS study participants traced their own cultural perspectives and immersion experiences retrospectively. The NES progressed in widening concentric circles from unfamiliar cultural products encountered in the classroom, to the local Hispanic community, to experiences in Spanish-speaking countries. In the end, they saw themselves as non-native Spanish-speakers, both linguistically and culturally. HSS students gained academic maturity (and language) through rigorous coursework, greater comfort in both cultures, and increased sensitivity to others’ perspectives. Spanish figured prominently in both groups’ future plans.

Social interaction was of crucial importance. Students from diverse cultural perspectives shared ideas, discussed, and debated, and fused over time into an “Immersion Family” that provided unfailing emotional support. The OWI setting thereby clearly facilitated cultural self-awareness, sensitivity, and flexibility.