The instructional benefits of identity texts and learning by design for learner motivation in required second language classes

ABSTRACT

This article investigates the incorporation of identity texts grounded in the multiliteracies framework Learning by Design to second language (L2) instruction in required Spanish classes at a university in the Southern United States. In particular, it focuses on student work on multimodal identity texts during two academic semesters from 173 beginning and 205 intermediate students. The paper describes the pedagogical process that gave students the opportunity to use their L2 to analyse, develop, and connect multimodal texts directly to their individual experiences. In addition, students reported not only instructional and personal benefits, but also their views of the project itself through an open-ended survey. Also included is a sentiment analysis of the participants’ emotions toward L2 instruction after completing their texts. The findings from the survey reveal that the participants were able to identify a variety of instructional and personal benefits, and their perceptions of the project were overwhelmingly positive. The sentiment analysis showed that learners harboured extremely positive emotions towards the kind of instruction of which identity texts were part. Also, their work on identity texts seems to have contributed to their investment in these required L2 classes.

KEYWORDS:

• Identity texts
• Learning by Design
• second language
• Spanish
• required university classes

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes

1. In this article, the expression “required classes” refers to those classes that allow university students to fulfil their institution’s mandatory language graduation requirement.

2. These are delineated in the following publications: World-Readiness Standards for Foreign Language Learning (National Standards in Foreign Language Education Project, 2015), and ACTFL Performance Descriptors for Language Learners (American Council on the Teaching of Foreign Languages [ACTFL], 2012).

Additional information

Notes on contributors

Gabriela C. Zapata

Dr. Gabriela C. Zapata received her PhD in Spanish (Linguistics track) from the Pennsylvania State University in 2002. She is Associate Professor in the Department of Hispanic Studies at Texas A&M University. Her research foci are second (L2) and heritage language (HL) acquisition and pedagogy, bilingualism, and teacher education. She is also interested in the development of OER materials for L2 and HL teaching and in language program direction.

Alessandra Ribota

Alessandra Ribota is a doctoral student and graduate teaching assistant in the Department of Hispanic Studies at Texas A&M University. She holds an M.Ed. in Curriculum and Instruction, and has experience as a Spanish high school teacher. Her research interests are second language acquisition and pedagogy, open educational resources and second language pedagogy, identity, and teacher education.