Creating conditions for authenticity in the Spanish classroom: promoting agency, empathy, and inquiry through a U.S.-Mexico role-immersion simulation

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dc.contributor Cipria, Alicia
dc.contributor Franco, Bridget
dc.contributor Koronkiewicz, Bryan
dc.contributor Worden, William
dc.contributor.advisor Drewelow, Isabelle
dc.contributor.author Finney, Sara
dc.date.accessioned 2018-07-11T16:49:48Z
dc.date.available 2018-07-11T16:49:48Z
dc.date.issued 2018
dc.identifier.other u0015_0000001_0003000
dc.identifier.other Finney_alatus_0004D_13467
dc.identifier.uri http://ir.ua.edu/handle/123456789/3685
dc.description Electronic Thesis or Dissertation
dc.description.abstract The present study investigates if and how a US-Mexico border role-immersion simulation creates conditions for authenticity in an intermediate Spanish classroom. Aiming to promote whole-person engagement within a rich contextualized scenario, 16 undergraduate students adopted the roles of real-world cultural identities and were tasked with achieving individual and collective goals aimed at curbing the problems of drug trafficking and violence at the border. Learners participated in a variety of activities including becoming familiar with the scenario, selecting and developing character roles, and engaging in a set of learner-managed class sessions in which they collectively devised solutions to problems. In order to understand how the dynamic interplay among the various elements in the simulation influenced learners’ subjective perceptions, I adopted an ecological vision of the classroom and used a qualitative approach, collecting self-reported and interactional data. Following Charmaz’s (2006) Constructivist Grounded Theory, I conducted a line-by-line coding of the pre- and post-simulation questionnaires and two post-simulation interviews and then derived categories based on recurrent themes. As for the interactional data, I video-recorded and transcribed two learner-managed classes. After translating these verbal exchanges as well as learners’ virtual communications on the technology platform Google Plus into English, I coded the data in terms of agency, as operationalized by van Lier (2008), and analyzed it, drawing on complexity theory. Findings showed that a majority of learners likened their simulation experience to being immersed in real-world circumstances. These learners also exhibited high degrees of both intellectual and affective (i.e., personal) engagement during the simulation. Learners who only displayed one of the two were less likely to consider their classroom experience authentic. These results suggested that adopting an ecological perspective to explore relationships among the many dynamic elements present in the simulation uncovered the potential of this role-immersion simulation to cultivate in learners a sense that they were engaged in authentic linguistic and cultural encounters. However, data also indicated that learners’ capacity to perceive their experience as authentic and personally meaningful may be contingent on the particular nature of their encounters and their incoming views and experiences related to the communities under study.
dc.format.extent 207 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Linguistics
dc.title Creating conditions for authenticity in the Spanish classroom: promoting agency, empathy, and inquiry through a U.S.-Mexico role-immersion simulation
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Modern Languages and Classics
etdms.degree.discipline Romance Languages
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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