Apprehension and motivation among adolescent dual language peers: perceptions and awareness about self-directed teaching and learning

Abstract

English learners are given few opportunities to develop their oral language and be seen as language experts. Self-regulated dual language learning is an authentic approach to communicating in the target language that promotes basic interpersonal communication skills between foreign language and second language learners. This study examines how adolescent emergent English learners (ELs) and Spanish learners (SLs) self-regulated their language learning process in a dual language program. While there is a dearth of research about this topic, there are a number of significant self-efficacy studies that show connections between motivation, confidence and language learning. This case study explores not only how adolescent ELs and SLs practice and teach language but also how they reflected upon this process. Findings from transcription and analysis of 18 language sessions reveal that students go through three specific stages (Language Apprehension, Language Initiation and Language Acquisition) when teaching and learning language, which serve as a theoretical model. It is a frame for situating their experiences and interactions as language learners and teachers.

Keywords:

• dual language
• motivation
• confidence
• anxiety
• metacognition
• self-directed learning

Notes

1. The unrecorded portion of the dual language program was in place for the other 28 Spanish learners (SLs) and the 17 English learners (ELs) who had additionally volunteered to work with them. Unfortunately, some White students, not involved in the program but who attended the middle school, were harassing some of the Mexican males who participated in the after-school program. For their safety, the principal asked that the researcher discontinue that aspect of the program. The female Mexican ELs were not affected by the harassment and were allowed to continue in the recorded program with their SL counterparts. This study reflects data from the recorded program only.

2. The researcher has previous transcription experience.

3. Confidence, in The American Heritage Dictionary (2000), is defined as: ‘firm belief in one's powers, abilities or capacities’.