“We Balance Each Other Out” Mixed Course Perspectives and Pedagogical Practices

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Published: Jan 31, 2025
DOI: https://doi.org/10.5744/shl.2023.1773
Keywords:
mixed class instruction student perceptions L2 students HL students

Main Article Content

Jacqueline Shea
Arizona State University
Noelle Kerber
Arizona State University

Abstract

Previous studies have analyzed student perceptions in mixed contexts (Burgo, 2016; Campanaro, 2013; Dones-Herrera, 2015; Edstrom, 2007; Leeman & Serafini, 2020) and attempted to craft best instructional practices (Bowles, 2011; Carreira, 2016; Carreira & Chik, 2018) for mixed courses that include both L2 and HL learners (L2Ls and HLLs). However, few studies explicitly consider a wide variety of previously designed pedagogical frameworks as a reference point for connecting student perceptions with future pedagogical recommendations. This study, therefore, draws upon both current student perceptions and previously proposed instructional frameworks to suggest pedagogical approaches for mixed courses moving forward. To attain student perceptions regarding their advanced mixed Spanish course, 26 L2Ls and 9 HLLs were given a survey with Likert-scale and free response questions. Findings suggest generally positive perceptions from both L2Ls and HLLs on the state of their mixed course, and themes from students’ critiques suggest the adoption of a socioculturally based, critical language awareness (CLA)-informed pedagogy to engage students in both historic and modern linguistic and cultural
interpretations. Additionally, findings support the use of a collaborative, mutual partnership approach, encouraging students to learn from one another and connect across identities.

Article Details

Issue
Vol. 4 No. 2 (2024): Fall 2024
Section
Research Articles
Author Biographies

Jacqueline Shea, Arizona State University

Jacqueline Shea is a Ph.D. student studying Comparative Culture and Language. She specializes in sociocultural linguistics with secondary foci in intercultural contact, values, and emotions. She earned her MA from Arizona State University in Spanish, where she researched foreign language and mixed classroom pedagogy, historical and instructional pragmatics, and metaphor. She currently teaches undergraduate Spanish courses while continuing to research Spanish linguistics, emotions, folktales, and translation from a cross-cultural perspective.

Noelle Kerber, Arizona State University

Noelle Kerber is a Ph.D. student studying Spanish Linguistics in the School of International Languages and Cultures at Arizona State University. She earned her MA in Spanish (2018) from Baylor University, with a specialization in Spanish Linguistics. Presently, she teaches undergraduate language courses, and her areas of research include pragmatics, heritage language studies, and language pedagogy.