Based on a detailed analysis of the extensive data collected over the past three years, including observations, questionnaires, assessments, and interviews, we see opportunities to both enhance and replicate the program. As noted above, many of the ideas outlined below come from program participants themselves and from Spanish II teachers.
Enhancing the existing program
1. Facilitators could benefit from best practices. Facilitators in the virtual classrooms, especially new facilitators, could benefit from training and support that includes examples of best practices and effective classroom scaffolding.
2. Facilitators should be encouraged to learn along with students and use Spanish as much as they are able to. [This is a dramatic change in their role and one that each facilitator can choose to take on.] Encourage experienced facilitators who have learned some Spanish to use it frequently. Reassure facilitators less confident with Spanish that, even though they may not know Spanish, informal use seems to encourage students’ use and grasp of Spanish and affect performance. Discuss ways—e.g., providing posters or instruction for basic commands—for facilitators to “use” more Spanish.
3. Take advantage of the technology. The program should take full advantage of the existing technology to provide more opportunities for students to hear Spanish, and explore other new technologies that expose them to as much Spanish as possible. This is especially useful, given students’ preference for technology-based activities. Feedback indicates that the WIMBA tools offer powerful, effective ways for students to learn Spanish, but may be underused. Explore ways to maximize use of existing WIMBA tools, or add other appropriate tools to the Virtual School Spanish WIMBA suite. Explore use of WIMBA electronic chat rooms so students can communicate in Spanish with advanced Spanish learners or native speakers. Facilitators also mentioned the use of technology, such as speakerphones, to communicate with the advanced students or native speakers.
4. Take advantage of students’ interest in cultural activities to offer more. “Crafts,” “cultural activities,” “fiestas,” and “field trips” [during which they could use Spanish] were among the most frequently mentioned things students would like to see added to the program. They suggested doing: a Spanish mural, a piñata, research on Hispanic traditions, and fiestas with “all the schools from other counties.” Some adjuncts also said they would like to see more cultural activities added to the program, and high school teachers suggested adding readings on culture. One high school Spanish teacher encouraged broader cultural exposure, building an interest similar to that in Mexican culture in the culture of Spain and other Latin American countries.
5. Explore advantages (and disadvantages) of encouraging more practice at home. Although students say “getting their work done in class” and “not having homework” is one of the pluses of the class, some adjuncts suggest that home practice is very valuable, and that they can tell which students practice at home. Facilitators said that students with home computers can also communicate with the lead and adjunct teachers more often. Some students say that they like to get ahead by working independently. Some facilitators say that, to keep everyone at about the same place, it is also important to strike a balance between working independently and getting ahead and staying with the class.
6. Explore increasing the number of activities that require students to compose in Spanish and engage in more natural dialogue. Spanish II teachers suggested that students need more practice constructing sentences, which would also help them understand the structure of the language. They, like adjuncts, also suggested more natural conversation and more listening. In addition to increased WIMBA use, consider other ways to enhance the listening component, and encourage more natural dialogue and extended conversations among students themselves—even if students may have to include some “Spanglish” to converse. At the December 2005 meeting, some participants recommended inviting local native speakers or Spanish majors from neighboring colleges (where feasible). These may also be good sources for Spanish newspapers, magazines, or other documents students could try to read or translate (understanding that they would not be able to do so fluently or immediately).
