Overcoming Student Struggles in SPA 112

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Writing Strategies

For many students, writing in a foreign language can be a daunting task. The following are tips to

improve your writing abilities in your foreign language.

General Tips for Writing:

Spelling – You should be practicing writing vocabulary from the moment you begin a new chapter or

vocabulary list. You will likely have quizzes and exams that require you to produce the words yourself,

and seeing the words is not enough! Write them on note cards or write out lists for yourself to review –

whatever works best for you. Be careful, however, not to divorce writing from speaking. Writing out

loud is an excellent way to improve speaking, pronunciation, recognition and spelling simultaneously.

Gender – As you make your vocabulary lists or note cards, do not fail to write the article that

corresponds with the word (In Spanish, el, la, los, las). Gender is important for adjective agreement

among other important constructions, so the more often you write the gender of the new vocabulary,

the easier and more natural your language will become.

Conjugation – When learning verbs, it is not enough to simply know the verb and the definition. The

most common verbs in Spanish are the most irregular, so learn those verb conjugations along with the

meanings. It is a good idea to memorize groups of verbs together and practice writing their

conjugations. For example, organize the stem-changing verbs into groups according to what kind of

stem change they undergo (e-ie, e-I, o-ue). Practice writing conjugated verbs in sentences to help you

see the conjugated form of the verb and attach meaning to that form. When you finish, it’s important

to use the appendices supplied in most textbooks or online conjugation tools to check your work.

(www.wordreference.com is a good one)

When given a writing assignment:

1 - Do NOT try to write with the same amount of complexity you use in your native language.

2 - Do NOT write it in English and try to translate. This often leads to word for word translation and

prevents you from learning to think in your foreign language. Begin with simple sentences when you are

brainstorming. Then you can begin to add adjectives and use the connecting words you know to link

sentences together, even if they are simple words like “and” or “but”.

3 – Be organized! Don’t forget everything you learned in English class. To begin, brainstorm and make

notes or an outline before you begin writing. Define your topic, organize your thoughts, and have clear

introductions and conclusions. Again, your instructor will not expect complex language, but do learn

some transition words.

4 – Finally, be sure to edit any written assignment. Whether you are practicing on your own or turning a

composition in for a grade, editing your own work allows you to see where your own weaknesses are

and correct them. Seek help from an instructor or tutor if you need help in the editing process.

Listening Strategies

Determine the context! Every situation in life has some kind of context. Mentally frame what you are

listening to. Who is talking and why? If two people are introducing themselves to one another, you

might expect them to exchange basic greetings and personal information.

Define your purpose! Consider what you are listening for. Are you listening to get the gist or do you

need specific information? While listening for the gist, pick out key words that will help you understand

the overall conversation. If you need specific information, tune your ear to listen for that specific

information. For instance, if you want to know what time something is happening at, listen specifically

for the time. You will be more likely to catch it if you are honing in on that detail.

Predict! Predicting what you might be about to hear goes right along with context and purpose. If you

know beforehand what topic you will be listening about, make a list of words that you might encounter.

For example, you are about to watch a cooking show in Spanish. Make a list of food vocabulary and

cooking terminology (fry, mix, bake, etc.) to mentally prepare for what you might hear.

Guess from context! Again, think about the context. If someone is talking primarily about what he liked

to do as a child, you are not going to hear a lot references to future plans. Instead, you will encounter

activities that children like to do and usage of past tense verbs. When you encounter an unknown word

or verb structure, you can guess what it might mean based on the context. For example, you hear,

“Cuando era niño, me gustaba jugar videojuegos.” You know that “gustaba” sounds like the verb gustar,

and based on the context, you know that it was something done in the past, even if you are unfamiliar

with the verb conjugation. You aren’t sure what “jugar” means but you think “videojuegos” might mean

“videogames” based upon its similarity to English. Therefore, you can guess that the speaker liked to

play videogames as a child.

Actively listen! Reference the list of words that you predicted you might hear, and write down

important words or phrases while listening. Use this strategy carefully though. You shouldn’t get so

caught up in your notes that you forget to listen.

Use external cues! If you can see the speaker, use his or her body language to interpret the message.

Take advantage of any other visual cues to aid comprehension. Use background sounds as well. What’s

happening around the speaker? Who is involved in the dialogue or narrative?

Don’t translate! Normal speech happens way too fast for you to try to translate every word to English.

Furthermore, you won’t know all the words. Use the previous strategies and your knowledge to

interpret what someone means.

Relax! You are unlikely to understand every word that you are hearing. This is normal. Try to focus on

where the conversation is at the moment rather than worrying about those two words you didn’t

understand five sentences ago. If you don’t stay with the conversation in the moment, you will get even

more behind. That being said, take a deep breath and relax. Getting frustrated will only make it harder

to understand.

Reading Strategies

Use prior knowledge: Before reading anything in another language, make sure you know what it

is that you are reading about and think about the topic. Is it fiction? Nonfiction? Is it self-help?

By activating what you already know about either the type of reading or the possible content of

the reading, you will maximize comprehension.

Scanning: Very often, we read to find specific information. In such cases, we do not need to read

word for word, but rather “hunt” for information. Our eyes scan the text for particular words

and phrases that match what we are looking for. This is a good strategy to develop in another

language as well.

Headings and titles: Subsections of articles are often identified with subheadings. These can

help you see in advance what some of the major topics or ideas of the article will be. You can

also use them to organize your reading. That is, read one subsection at a time, then stop to think

about what you just read before continuing.

Dictionary use: when looking up a word in the dictionary, you must first determine whether it is

a noun or a verb. In addition, sometimes words have multiple meanings or nuances. Don’t

necessarily pick the first definition you see. Read all of the definitions, then select the one that

fits the topic and the context in which the word is found.

Vocabulary building: Reading can be very useful for learning new vocabulary. A suggestion is to

write down five new words each time you read something in Spanish. Be sure to write down the

word and the phrase or sentence in which it appears.

From: VanPatten, Bill, et al. Sol y viento: Beginning Spanish. New York: McGraw Hill Higher Education, 2005. 76, 196, 316, 436, 548. Print.

Context clues: You can often guess a word’s meaning by looking at the context around it.

Prefixes and suffixes: When you read, there will always be words you don’t understand.

Analyzing prefixes and suffixes is a good way to approach them. Prefixes (such as the English un-

and in-) attach to the beginnings of words, that all words with that prefix share part of their

meaning. Suffixes (such as, in English, -ly and –tion) attach to the end of words.

A list of common Spanish prefixes can be found at:

http://spanish.about.com/od/spanishvocabulary/a/spanishprefixes.htm

A list of common Spanish suffixes can be found at:

http://spanish.about.com/od/spanishvocabulary/a/intro_to_suffixes.htm

Graphic organizers: Use charts such as a “KWL” (What I Know, What I Want to know, and What

I Learned) to keep track of the information that you gather as you read. Graphic organizers are

useful tools for visually representing the information you read and helping you organize your

reactions to it.

Format and visual aids: Use format clues to aid comprehension. Look at the way the reading is

formatted. Without reading its content, just look at the title and format. Ask yourself: What kind

of text is this? What can I predict about its content, based on its format? Then, use visuals to aid

comprehension. Look at any art, pictures, graphs or illustrations. What can they tell you about

the text?

Chronology: Establish a chronology. Pay attention to the verb tenses, especially the perfect

tenses, to determine which actions occurred before others.

Skimming: Skim for the main idea of the reading. Try to stay focused on the main idea of each

paragraph. Look up only words you need for general comprehension.

Unknown grammatical structures: Sometimes, you will see a grammatical structure that you

don’t recognize, or one that is used in a context you don’t understand. When this happens, try

to focus more on the meaning of the verb without getting bogged down by its tense. Usually

that is enough to help you get the gist of the phrase or sentence.

From: Spaine Long, Sheri, et al. Cuadros: Intermediate Spanish. Boston: Heinle Cengage Learning,

2013. 24, 56, 92, 208, 252, 294. Print.

Cognates: Words that are similar in the two languages are called cognates. While there are

some false cognates (words that look like English words but have different meanings), most of

the time, the meaning will be the same. When you are reading, you will not understand every

word, but use cognates to help you understand the general idea.

From: Blitt, Mary Ann, and Margarita Casas. Exploraciones. Boston: Heinle Cengage Learning, 2012.

16. Print.

Language Speaking Strategies

COMMUNICATION

Don't get hung up on perfection…people who tend to wait until they have planned what they

want to say to perfection often get very frustrated. Don't speak without thinking at all, but

don't worry if you make some mistakes, need to take a moment to think or re-phrase. AVOID

using English or giving up. “

CIRCUMLOCUTION

“Find a way to “talk around” a word you don't know--for example: “you can't think of the word

“mare” and you are determined that “horse” won't get your point across? How about “la

esposa del caballo” or “un caballo femenino” or “caballo, pero mujer”.

SIMPLIFY

Many adults become frustrated with speaking in a foreign language because they cannot use

the complex phrasing that they do in their native languages. As you are beginning to learn, it is

fine to use simpler language that you have mastered in order to make yourself understood.

PARTICIPATE

Responding to your instructor’s questions, repeating sentences, or doing role-plays are all great

opportunities to practice speaking skills in the new language. By participating more and not

being afraid to make mistakes, you will begin to feel more comfortable speaking the language.

PRACTICE

One of the most important and necessary steps to learning a foreign language is to practice it!

You can find many opportunities to practice daily. Here are some good ways to practice

speaking:

Find a conversation partner and talk in Spanish

Read aloud in Spanish to practice pronunciation

Listen to Spanish music or television, and try to repeat what you hear

Thanks to:

http://www.alma.edu/academics/departments/humanities/languages/spanish/StudySkills/speaking

https://www.princeton.edu/mcgraw/library/for-students/foreign-language-study/

Why SPA 112?A higher withdrawal/failure rate

than average for this course

put SPA 112 on the PRESS

radar.

http://www.nwemail.co.uk/can-men-face-up-to-mental-illness-1.1063285

What are reasons that students traditionally

do not succeed in SPA 112?

Is this something we can

affect?

Family/work/personal issues No

Vastly different teaching styles/policies between instructors Minimally

Students who pass SPA 111 with a “C” are not prepared for

112

We can try!

Students do not know how to study for a foreign language

class

Yes!

Strategy Implementation

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Sakai SPA 111 Content Review Quiz

Sakai Foreign Language Study Skills Quiz

Adapted from the University of Wisconsin Eau-Claire Academic Skills

Center http://www.uwec.edu/ASC/resources/foreignlanguages.htm

Additional Interventions

● SPA 111 content

refresher workshop

● Open lab hours

● SPA 111/112 mini-

sessions

● Foreign language

skills learning strategy

guide○ Foreign Language

Speaking Strategies

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Interpreting the Results:

Qualitative and Quantitative Findings

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Spring 2013 Data

How can this be? Did our intervention really have a

negative effect on completion, or are there other

factors involved?

❖ Spring semester vs. Fall semester

❖Hybrid vs. Traditional classrooms

❖ Full-time instructors vs. Part-time instructors

❖ Lance is just really mean?

❖Others?

Additional Spring 2013 Data

*For our purposes, grades of “D” were considered non-completion.

Additional Spring 2013 Data

*Data based on optional student survey, 50 respondents

Student Reflections Spring 2013

If you were not as successful as you hoped to be in

SPA 112, what factor(s) affected your success?

Factor Impeding Success Student Responses

Time management 15

Poor study skills 12

Personal issues 9

Other 7

Too much time since last language

experience

5

Attendance 3

None of the above. I am satisfied with my

success.

18

*Data based on optional student survey, 50 respondents, multiple answers could be chosen

Scaling Up

http://us.gmocloud.com/blog/2013/04/18/how-do-layer-4-load-balancers-scale-up-resources-to-improve-business-performance/

Fall 2013: Student commentary

about mini-session format

Advantages:

● “The material is always in your mind, since the class is

almost daily. It’s important to be practicing constantly while

learning a language, and the mini-session is great for that.”

● “If you already have the most basic things down, it’s a lot less

boring to move at a quicker pace.”

● “I really love that I can get two levels done in one semester. I

do think students should carefully consider whether or not

they should commit to this pace/if they have the time.”

● “[It is] especially beneficial to speak the language daily.”

Fall 2013: Student commentary

about mini-session format

Disadvantages:

• “Could be too fast paced.”

• “By moving so fast, you need more independent study.”

• “It is very easy to fall behind if you don’t put in the effort,

and it is sometimes difficult for my brain to commit it all

to memory quickly enough. But I like it.”

• “You can fall behind more quickly. Way more required

study time.”

Workshop 1: Data analysis

- None of the SPA 112 PRESS team

members were particularly surprised by

our initial analysis of the data related to

student completion and success. We

knew there was a high level of failure http://www.flickr.com/photos/amboo213/4020584983/

and withdrawal. That’s why SPA 112 was chosen.

- Some things that did surprise us:

- There was no significant difference in success between

traditional and hybrid courses

- Stronger correlation of success/failure between the

level of Math the student has completed than English

(which is the pre-requisite)

Workshop 2: Equity review

- Some of the strategies that we thought of:

· Study skills Orientation

· Study sessions on specific

topics

· Common (departmental)

exams

· Departmental attendance

policy https://vi.m.wikipedia.org/wiki/T%E1%BA%ADp_tin:Brainstorming.gif

· And many, many more!

Workshop 2: Equity review

Discussion

- We had more ideas and strategies than we

could implement.

- We had to try to narrow our ideas.

- Once we determined some factors related to

completion that we should address, we then

had to create strategies that would impact

those factors.

Workshop 3: Strategy development

- Study skills/SPA 111 review on Sakai

- SPA 111 review workshops at beginning of

semester

- Open lab hours

- Possible 111/112 mini-sessions

- Learning strategies handouts

Workshop 3: Strategy development

Discussion: How could we get the students

who most needed the help of the strategies to

take advantage of them?

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Workshop 4: Implementation Check-In

- Study skills/SPA 111 review on Sakai had

good participation

- SPA 111 review workshops could have

better participation but inclement weather

was a factor

- Open lab hours had very limited

participation

- Additional strategies for implementation:

111/112 mini-sessions, better publicity for

review sessions, longer/different hours for

open lab

Workshop 4: Implementation Check-In

Discussion: Other new strategies that were

mentioned but not chosen for implementation

had to do with orientation and advising. If

students are properly advised and placed into

the correct courses before beginning a

semester, they will have a better chance of

successful completion. However, this is a

strategy that we could not

organize/implement mid-semester and is

something to consider for future school years.

Workshop 5: Data Review and Report Out

- Strategies were “fully implemented” to the

extent that circumstances would allow and

will continue in future semesters

* exception: open lab hours

- Surprise that our completion/success data

wasn’t any better…it was actually even a little

worse than previous semesters

- Additional strategies: Study strategies

worksheets, mini-sessions 111/112,

additional review workshops at midterm and

final

Workshop 5: Data Review and Report Out

Discussion: Although the data didn’t show

improvement, the strategies were well

received and, in our opinion, beneficial to the

students and should continue.

SPA 112 PRESS Strategies: application to other classes

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Problems faced by SPA 112

students are not unique.

To name a few issues:

❖ Students have not mastered prior subject knowledge needed to succeed

❖ Students do not have the study skills needed to do well, such as taking notes, reviewing class material, or even managing their time

❖ Students at varying skill levels may need different learning speeds or learning styles to fit their pace

As we’ve discussed, SPA 112

used the following strategies

to address these issues:

❖ Sakai quizzes: one on study strategies and one on course material (vocabulary, grammar)

❖ Study strategies handouts for students

❖ Review sessions offered throughout semester

❖ Mini-sessions of SPA 111/112 offered to advanced students

The strategies allowed students to:❖ Self-assess their abilities, see what they needed to focus on

(quizzes)

❖ Have multiple opportunities to succeed and gain confidence (quizzes)

❖ Have opportunities to review material, deepen long term learning (review sessions)

❖ Learn strategies to model successful learning methods (study strategies handouts)

❖ Have differentiated learning options for varying skill levels and needs (mini-sessions)

So did it work?

The numbers are not yet

meaningful because we

have only studied them for

one semester.

However, student

response to our

strategies has been

very positive.

We think these strategies

are worth continuing in

our classes and worth

trying in others!

IMAGE: http://www.geneseo.edu/sites/default/files/images/Diverse Students.jpg

THE BIG QUESTION:how can these strategies be applied

to other classes besides SPA 112?

With the exception of the mini-session classes, which may be best applied for classes such as foreign language or possibly math that are part of a series directly building upon prior knowledge acquisition, almost any curriculum class could benefit from:

❖ Sakai practice quizzes

❖ Learning skills handouts (general study skills)

❖ Learning strategies handouts (material specific)

❖ Review sessions and/or referrals to CAE

Learning study skills doesn’t

need to stop with ACA class!Be sure students are offered basic tools for learning.

For example:

❖ Reading and writing strategies can, such as vocabulary building and context clues, can apply to DRE and ENG as well as foreign language.

❖ Language speaking strategies, such as simplifying ideas to make them clear, can apply to any classes that have oral presentations.

❖ Listening strategies, such as determining context and listening actively, give students additional tools for learning from class lectures.

❖ Study skills strategies can benefit students in any classes--students at all levels can use reminders about reviewing material and about time management.

And did you know….Many practice skill tests such as math, grammar, and much

more are available through Learning Express Library, an NC

LIVE database available through the library’s home page or the

NC LIVE page--especially helpful for DRE, MAT, and ENG

classes.

Let’s keep the PRESS ball rolling!

Like our ideas? Want to know

more? Have suggestions?

Let’s work together!

These strategies do not have to end when PRESS does! What do you think?

IMAGE: http://blogs-images.forbes.com/theyec/files/2012/12/2137737248_e9f3e429d1.jpg