Title

Growth Mindset-pedagogical Techniques to teach Spanish Grammar to Non-native Speakers: A Research Case Study

Subject Area

Foreign Language Pedagogy

Abstract

As a Spanish Professor, I have seen that many students approach modern foreign language classes with apprehension. We frequently attribute this apprehension to a fixed mindset—the belief that students have a finite set of strengths in the language. Pedagogically speaking, one of the main issues regarding the learning of Spanish, particularly Spanish grammar, is that it has been traditionally approached as an endless list of rules that students should memorize and repeat without any real context of application. These classes are commonly organized in a lecture format reviewing rules and emphasizing memorization. Therefore, assessments are usually geared towards rating the performance of students based on the final results and not focusing on the context and the process that helps them to understand the mechanics of the language. In order to address this challenge my research-based project consists on designing Spanish grammar units using Spanish TV advertisements as primary sources of information accompanied with Growth Mindset messaging as the primary source of feedback and using a deductive methodology that requires students to actively engage in the construction of the grammar rules.

Brief Bio Note

Dr. Sara de Nicolas

Assistant Professor of Spanish at High Point University

Keywords

Growth Mindset, Spanish, Grammar, Pedagogy, Advertisements.

Location

217

Presentation Year

2018

Start Date

4-5-2018 2:15 PM

Embargo

11-3-2017

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Apr 5th, 2:15 PM

Growth Mindset-pedagogical Techniques to teach Spanish Grammar to Non-native Speakers: A Research Case Study

217

As a Spanish Professor, I have seen that many students approach modern foreign language classes with apprehension. We frequently attribute this apprehension to a fixed mindset—the belief that students have a finite set of strengths in the language. Pedagogically speaking, one of the main issues regarding the learning of Spanish, particularly Spanish grammar, is that it has been traditionally approached as an endless list of rules that students should memorize and repeat without any real context of application. These classes are commonly organized in a lecture format reviewing rules and emphasizing memorization. Therefore, assessments are usually geared towards rating the performance of students based on the final results and not focusing on the context and the process that helps them to understand the mechanics of the language. In order to address this challenge my research-based project consists on designing Spanish grammar units using Spanish TV advertisements as primary sources of information accompanied with Growth Mindset messaging as the primary source of feedback and using a deductive methodology that requires students to actively engage in the construction of the grammar rules.