SPRING 2012KELSEY KAUFMAN

Spanish Heritage Language Program

Before I begin…

Research completed in Spring 2012 classesSHLP= Spanish Heritage Language ProgramSNS= Spanish Native SpeakersSFL= Spanish Foreign Language Speakers

Background

Started in Fall 2011Typical SNS programs vs. UO SHLPUniversity of Oregon 2011 Diversity ProfileOutreach strategiesNo formal coursework or teaching materials

Secondary Research

Fewer than 25% of all colleges and universities in the United States have both a nonnative speaker Spanish sequence and a separate Spanish-for-native-speaker’s program

The University of Texas at Austin FAQ

Limitations

University of Arizona Fall 2003 Study

Intrinsic and extrinsic values 40 % showed intrinsic motivation: “I enjoy it and I

want to learn the language”, “I want to become a better Spanish speaker”, and “I want to strengthen my Spanish speaking skills”. Another 40 % of the students indicated extrinsic motivations with answers such as “I need it for my major”, “bilingualism is a great skill to have”, and “more job opportunities”.

Primary Research: Qualitative

In-depth interviews Kelley, Alex, Claudia

What is your relationship/role within the program? Why are you involved with the Spanish Heritage Language

Program? Why do you believe this program is important? If anything, what would you change about the program? Do you believe the program should offer class’s exclusive to

Spanish heritage students (bilingual/heritage speakers)? Why or why not?

Do you see a gap between SNS (Spanish native speakers) vs. SFL (Spanish foreign speakers) speakers in your class? What do you do to address it?

What courses do you hope to see offered in the future? What are your goals for the program?

Primary Research: Qualitative

Participant observation

Inclusivity “Bilingual community”

Pedagogical issues in a mixed audience

Trained as second language instructors, not as heritage instructors

Quantitative Research

SurveyPlease mark clearly. Leave blank any question you prefer not to answer. Q: What is your sex? O Male O Female Q: What is your age? _______ Q: What year in school are you? (Freshman, sophomore, junior, senior, grad) ________ Q: Please specify your ethnicity. O Hispanic or Latino/a O Not Hispanic or Latino/a Q: How much pride do you take in your ethnicity? (1-Not at all, 5-Very much) 1 2 3 4 5 Q: Have you heard of the Spanish Heritage Language Program? O Yes O No Q: What are your reasons for taking this course? (1-Not at all, 5-Very much) O Fulfill major/minor requirements 1 2 3 4 5 O Genuinely interested in course topic (be honest!) 1 2 3 4 5 O My friends are in this class 1 2 3 4 5 O I am familiar with the professor 1 2 3 4 5 O Other (please specify) _____________ Q: Why do you want to learn the Spanish language? (1-Not at all, 5-Very much) O To be bilingual 1 2 3 4 5 O To learn more about other cultures 1 2 3 4 5 O I have family that speaks Spanish in the household 1 2 3 4 5 O I have a Latino/Spanish family history 1 2 3 4 5 O I want to recover my Spanish/Latino heritage 1 2 3 4 5 O Other (please specify) _____________ Q: If anything, what frustrates you about this Spanish course? (1-Not at all, 5-Very much) O The course topic/materials are not relevant to me 1 2 3 4 5 O It’s just a few hours a week 1 2 3 4 5 O My Spanish is more advanced than the teacher 1 2 3 4 5 O My Spanish is more advanced than my classmates 1 2 3 4 5 O The class size is too big 1 2 3 4 5 O I don’t feel comfortable speaking Spanish 1 2 3 4 5 O Other (please specify) ____________

Quantitative Research

Yes38%

No 58%

Missing4%

Overall Awareness of

SHLP

Aware18%

Not Aware78%

Missing4%

SPAN 308 Awareness

Aware67%

Not Aware29%

Missing5%

SPAN 420 Awareness

Quantitative Research

64% female, 35% were male54% taking the class because it is

requirement 52% because they are genuinely interested in the

course topics81 % are learning Spanish to be bilingual

54% they want to learn more about other culturesSpanish in the household

50.9% responded 1-not at all, and 30%.2responded 5-very much. 51

%

11%4%

4%

30%

Family that speaks Spanish in the household1- Not at all 2

3 45- Very much

Quantitative Research: Correlations

Hispanics take significantly more pride (M= 4.70) in their ethnicity than do non-Hispanics (M= 3.00; p=.000).

People who take pride in their ethnicity Have family that speaks Spanish in the household

(R=.506; p=.000) Have Latino/Spanish family history (R=.591,; p=.000) Want to recover their Spanish/Latino

heritage(R=.561; p=.000)

Quantitative Research: Correlations

People who have family that speaks Spanish in the household (R= .308; p= .026) and want to recover their Spanish/Latino heritage (R= .326; p= .020) are significantly more likely to have friends in the class

Final question: Overall satisfaction with course However, few that felt frustrated with course topics also….

Significantly more likely to have Latino/Spanish family history (R=.325; p=.018) and want to recover their Spanish/Latino heritage (R=.306; p=.027). These people also felt their Spanish was more advanced than that of their classmates. (R=.370; p=.006).

Quantitative Research: Correlations

People who felt their Spanish was more advanced than their teacher were significantly more likely to have family that speaks Spanish in the household (R=.319; p=.020), have Latino/Spanish family history (R=.312; p=.023), and want to recover their Spanish/Latino heritage (R=.277; p=.047).

People who felt their Spanish was more advanced than their classmates were significantly more likely to have these demographic traits as well (R=.384; p=.0005; R=.376; p=.006; R=.418; p=.002).

Summary of Findings

InclusiveName of programObservational research in SPAN 420

BrochureQuestion of being “more advanced”Interested in course topics

But also see SPAN 308 & SPAN 420 as course requirement

Intrinsic, extrinsic values

Situation Analysis

Oregon’s demographic reality: SHLP is first step

First yearIncreasing

awareness

Core Opportunity + Goal

To convey accurate and appropriate information of the inclusivity of the SHLP program to Hispanic and non-Hispanic students at the University of Oregon and increase enrollment in SHLP courses.

To create a clearer identity of the SHLP program and increase awareness among both Latino/a and Non-Hispanic student audience.

Target Audience: Latino/a college students at the UO

Primary Message: The SHLP program is an inclusive environment that

offers Hispanic students the opportunity to explore their Spanish cultural background.

Objective 1: To increase awareness of SHLP among current Latino/a students by 20 percent by September 2012. Name recognition, showcase diversity

Tactics: Brochure re-design, FAQ, video

Objective 2: To increase awareness of the SHLP program among Latino/a incoming freshman by 20 percent by September 2012. IntroDUCKtion, Week of Welcome 2012

Target Audience: Latino/a college students at the UO

Secondary Audience: UO undergrads in RL Dept.

Primary message: The SHLP is inclusive and available to students from all

different backgrounds. (Not limited to SNS students.)

Objective 3: To increase awareness of the SHLP program among non-Hispanic incoming freshman by 20 percent by September 2012. IntroDUCKtion, Week of Welcome 2012

Objective 4: To increase awareness of SHLP program among current Romance Language department major and minors by 20 percent by September 2012.

Intervening Audience: UO Academic Advising

Primary message: Claudia Holguin is the head coordinator of the SHLP

program that started in Fall 2011.

Objective 5: To participate in at least three registrar and advising events during summer 2012. Presentation for advising office SHLP brochure

Original Brochure

Re-designed Brochure

Re-designed Brochure

Calendar

1-Mar 1-Jun 1-Jul 1-Aug 1-Sep 1-Oct

To create name recognition and stress the Hispanic background of SHLP Head Coordinator Claudia Holguin and her key instructors to create a sense of connection among Latino/a students.

Tactic (1) Re-design SHLP brochure X

Tactic (2)Contact RL Dept. to include SHLP on Facebook & Twitter pages XXX XXX XXX XXX XXX XXX

Tactic (3)Create 3-minute video for RL Dept. website X

Through testimonials and visuals, showcase diversity in the SHLP to create an inclusive atmosphere.

Tactic (1) Create FAQ for RL Dept. website X

Tactic (2)Invite Hispanic students groups to attend SHLP classes in Fall 2012 XXX

To make information of the SHLP readily accessible in a variety of formats.

Tactic (1)Create written literature with full course descriptions XXX

Tactic (2) Booth at IntroDUCKtion sessions X XXX XTactic (3) Booth at Week of Welcome 2012 XXX

Objective 1Latino/a college students at the UO

Objective 2

Budget

Detail Cost Discount Final Cost Objective 1

Re-design SHLP Brochure

New graphics/photos 0.00 Free service from Kelsey Kaufman

0.00

New layout/ brochure design

0.00 Free from Design + Editing services

0.00

Print 400 brochures from UO Design + Editing

Services

360.00 360.00

3-minute video on RL website

0.00 Free service from RL dept.

0.00

FAQ on RL website Create Spanish Heritage student FAQ

0.00 0.00

Objective 2 Week of Welcome + IntroDUCKtion booth

400 SHLP brochures 360.00 360.00

Booth decorations (tablecloth, banner)

12.50 12.50

Student + Current instructor volunteers to work at booth

0.00 Volunteer hours

0.00

Information packets for advisors

50 SHLP brochures to be included in Spanish dept. packets

45.00 45.00

Objective 3 Written literature of SHLP for orientation

events

500 single-page black & white with course descriptions

40.00 40.00

Objective 4 FAQ on RL website 0.00 0.00 SHLP brochures for

Kelley Print 50 SHLP brochures 45.00 45.00

Objective 5 5-minute presentation

to advising office Poster board + board

materials 22.50 22.50

Create PowerPoint Slideshow

Free service from Kelsey Kaufman

0.00

500 of Claudia’s business 90.51 90.51

Communication Confirmation Table (CCT)

Key Public Self-Interests Primary Message

Secondary Messages Influentials

Primary -- Latino/a college students at the University of Oregon

Recover family heritage; Spanish speakers in household; improve grammar and written Spanish abilities; relevant course topics; familiarity with professors.

1) The SHLP program is an inclusive environment that offers Hispanic students the opportunity to explore their Spanish cultural background.

1) The SHLP offers bilingual opportunities.

2) The SHLP Head Coordinator is Claudia Holguin, who has a Ph.D. in Linguistics and a Hispanic background.

3) Some instructors within the SHLP are Latino, or have Latino background.

4) The SHLP allows students to explore topics related to their own cultural history.

5) The SHLP program is a Spanglish-friendly environment.

General Advisors; Testing Center staff; RL Department Advisors; Family; Friends; current Spanish instructors.

Objective Strategy Tactics 1) Raise awareness among current Latino/a students by 20%. 2) Raise awareness among Latino/a incoming freshman by 20%.

1A) To create name recognition & cultural familiarity of SHLP Head Coordinator Claudia Holguin and her instructors among Latino/a students. 1B) Showcase SHLP diversity through testimonials and videos. 2) To make information of SHLP readily available.

1A) -Re-design SHLP brochure -Include SHLP on RL Twitter and Facebook pages -Create 3-minute video for RL Department website 1B) -Current and/or former student testimonial in SHLP brochure. -Take pictures in SHLP classroom. -Invite Latino student groups to attend SHLP classes -Create FAQ on RL department website 2) Booth at IntroDUCKtion interest session day two. -Be involved with Week of Welcome 2012 -Summer advisor training. -Create literature for academic advising packets

Evaluation

Random surveyCompare enrollment in SHLP courses

Final thoughts

Overall awarenessName recognitionFuture internships

beyond PLE UOSJC

Cohesive message in all SHLP classes

Thank you!

Q&A? Feedback? kaufman@uoregon.edu