The 21st century perception of students and stakeholders (parents, teachers, administrators, and support staff, etc.) within the realm of world language study in a Midwestern, suburban school district varied sometime subtly and sometimes greatly. No particular study had been done to indicate what inspired students to enroll in world language, other than conjecture from students and stakeholders. To discover the true perception of students and stakeholders within this particular school district, a case study was conducted. A survey was crafted utilizing a tool that focused on language perception with relation to motivation, learning process, relevance, progress, and relationships. Each population researched, both student stakeholder and other stakeholders, took this survey to discover their perception of world language study. From those who took the survey, individuals volunteered to participate in interviews from which the questions were constructed from the same categories that organized the survey: motivation, learning process, relevance, progress, and relationships. The surveys and interviews both narrowed the understanding of how the student stakeholder and other stakeholders perceive world language study, by comparing student responses to those of the stakeholders and seeing their positive and negative correlations. The two different populations agreed that learning a language was difficult and understood the effort it took to achieve proficiency, but valued the then-current system’s grading or credit versus actual skill achieved. Ultimately, one’s self-perceived ability to achieve within language determined the value attached to the process and the role language would play in their lives.
|Commitee:||Long, John, Rull, Colleen|
|School Location:||United States -- Missouri|
|Source:||DAI-A 77/12(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Foreign language education|
|Keywords:||Language study, World language|
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