ENGLISH LANGUAGE LEARNING OF SPANISH SPEAKING COLLEGE STUDENTS IN ECUADOR AND NEW JERSEY: PEDAGOGICAL AND CULTURAL FACTORS.
Brianna Adams
Co-Presenters: Individual Presentation
College: The College of Health Professions and Human Services
Major: Speech-Language Pathology (M.A.)
Faculty Research Mentor: Mahshid Namazi
Abstract:
This study compares Spanish College students' English language learning in Ecuador and New Jersey by reviewing the literature and data from peer-reviewed publications. The central questions are: How do pedagogy and cultural factors affect English language learning among native Spanish speakers in Ecuador and New Jersey? The pedagogical characteristics included assessment practices in Ecuadorian public university language centers, emphasizing the importance of structured evaluations aligned with student proficiency outcomes. Multilingual learners' educational experiences included cultural factors occurring in translanguaging practices. Ecuadorian studies show that assessment practices play an essential role in student progress and proficiency outcomes. Translanguaging practices are discussed as a potential pedagogical approach incorporating students' multilingual backgrounds, enhancing their language and cultural learning experiences. In New Jersey, the focus shifts to examining how cultural diversity and educational policies influence English language teaching practices. Educators face challenges, emphasizing the need for inclusive curriculum designs that reflect linguistic diversity and cultural contexts. Future directions include combining qualitative and quantitative methodologies to analyze pedagogical and cultural influences on English language learning. In diverse geographical and cultural settings, the findings contribute to understanding the complex dynamics shaping English language education for Spanish-speaking college students.