SANTILLANA USA - ES Research Brief

Preparing Middle and Secondary Students for a Global Society Today, nearly nine million U.S. students study foreign lan- guages across the K–12 educational system, and more than 32% of all secondary level students enroll in course- work to study a foreign language (ACTFL, 2010). Of the languages studied, 72% of students in the U.S. choose to study Spanish. The American Council on the Teaching of Foreign Languages (ACTFL, 2010) recommends that for- eign language programs expand, and enrollment targets rise, in order to prepare a new generation of American students to be competitive internationally. Research on foreign language teaching and learning reflects four main 21st-century learning principles. These principles include: theories related to adolescent learning; use of authentic text; exposure to multicul- turalism and the lives of real people and cultures; and integration of technology. These four principles are integrated throughout the Español Santillana curriculum to engage and motivate middle and secondary students. Belowwe describe how Español Santillana addresses these four principles. I. How does Español Santillana engage middle and secondary students to learn Spanish as a World Language? Today’s adolescents (between the ages of 12 and 18 years) interact with more material and information than ever before. Yet how do adolescents learn and what engages adolescents in the learning process? We know from research that adolescent learning is unlike the learning that occurs during other developmental stages. Erickson’s (1959/1994) seminal work refers to this period as one of identity development, where ado- lescents begin to develop a sense of self and personal identity, emphasizing the need for social relationships. More recent research on adolescent learning under- scores the distinct brain development that occurs dur- ing this period. Dr. Jay Giedd (see PBS, 2001) of the National Institute of Mental Health (NIMH) has con- ducted groundbreaking research on adolescent brain development. In contrast to the myth that brain develop occurs primarily by the age of three, Giedd has found that a second wave of overproduction of gray matter develops in the brain, reporting that “brain maturation does not stop at age 10, but continues into the teen years and even into the 20s.” Importantly for teachers of middle and secondary students, the brain also begins to “prune” or discontinue connections of neurons that are not being used. So, engaging students in areas such as foreign language learning during adolescence will strengthen this area of development for the long term. Teachers of middle and secondary students can engage adolescents using purposeful teaching tech- niques. According to Wolf (2010), engaging those stu- dents occurs in two primary ways: first by ensuring that the information has meaning ; and second by ensuring that the information makes an emo- tional connection . In fact, Wolf notes that meaning and emotion are crucial; they grab the adolescent brain’s attention and facilitate learning. Finally, Egan of the Imaginative Education Research Group (see IERG, 2014) notes that engaging stu- dents in learning tasks that allow them to access their imaginations during the learning process will build motivation and support student learning. Secondary students often experience conflict- ing values due to their changing perceptions of self and their roles within their communities. Although every child is different, it is safe to say that adolescents share the following characteristics of development: They all • want to feel part of a peer group; • want to participate in active learning activities with peers; and • require adult support, direction, and calm guidance. Español Santillana meets the needs of adolescent language learners through its materials, resources, Today, nearly nine million U.S. students study foreign languages across the K–12 educational system Spanish as a World Language Program