Date of Defense
4-22-2025
Date of Graduation
4-2025
Department
English
First Advisor
Lindsay Jeffers
Second Advisor
Jonathan Bush
Abstract
This honors thesis investigates best practices for teaching Spanish in K–12 settings by conducting qualitative interviews with Spanish teachers at the elementary, middle, and high school levels. The study focuses on identifying effective strategies and classroom activities that promote student engagement and language proficiency while examining how teachers continue to develop professionally. Conscious of the American Council on the Teaching of Foreign Languages’ (ACTFL) Five C’s—Communication, Cultures, Connections, Comparisons, and Communities—the research highlights communication as the central pillar of language learning. Through detailed classroom examples, such as “Mapa del Martes,” student-created cooking videos, and Kagan Strategies, the thesis illustrates how educators connect cultural activities with skill development across speaking, listening, reading, and writing. Additionally, it showcases the value of ongoing professional development, including conferences, podcasts, and peer collaboration, in shaping effective teaching. This work not only contributes to the understanding of world language instruction but also informs the author's preparation for a career in Spanish education.
Recommended Citation
Anderson, Olivia, "Spanish Education: Teaching Philosophy learned from best practice and student and teacher engagement." (2025). Honors Theses. 3958.
https://scholarworks.wmich.edu/honors_theses/3958
Access Setting
Honors Thesis-Open Access
Included in
Educational Methods Commons, Language and Literacy Education Commons, Other Education Commons, Spanish and Portuguese Language and Literature Commons