This 16-week long, observational study examined the effects of Spanish peer-tutoring on first language attitudes, maintenance, and motivation among native and heritage Spanish-speaking adolescents. In this study, 31 high school students from two â€˜Spanish for Native and Heritage Speakers" classes peer-tutored second-year Spanish learners for an average of fifty minutes per week. The native/heritage Spanish-speaking students took a pre and post language attitudes, maintenance, and motivation survey and they completed two reflections during the course of the study. The native/heritage Spanish-speaking participants demonstrated a significant positive increase in language attitudes towards their native language, they also reported increased motivation to speak Spanish with friends and family after participating as peer tutors for their native language. There was no significant change in time spent in first language maintenance activities, namely: listening, reading, writing, and viewing in Spanish.
College and Department
Humanities; Spanish and Portuguese
BYU ScholarsArchive Citation
Eaton, Rachel Marie, "Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School" (2019). Theses and Dissertations. 7490.
language attitudes, language maintenance, motivation, native speakers, heritage speakers, secondary education, Spanish