KSU Foreign Language Students Head to National Conference
Spanish Majors to present undergraduate research at NCUR with support from Office of Research
KENNESAW, Ga. (Feb 10, 2020) — On Wednesday, January 15th, KSU Spanish student Samuel Lee and KSU Spanish/Foreign Language Education students Madi Seigler and James Teague received internal funding from the Office of Research to present their projects at the National Conference on Undergraduate Research at Montana State University this upcoming March 26th. Lee had written this abstract–which stemmed from his final paper he wrote for his Spanish 3304 course–along with KSU assistant professor of Spanish, Dr. Zaya Rustamova. Seigler and Teague’s abstracts stemmed from undergraduate honors research projects supervised by assistant professor of Spanish/Foreign Language Education professor, Dr. Brian Olovson. NCUR congratulated them for demonstrating “a unique contribution to [their] field of study” and they gave him the opportunity to present their work “to [their] peers, faculty, and staff from all over the nation.”
From Sam Lee's Abstract
In 1936, Spain experienced a shift in leadership from its newly established Republican government to the oppressive regime of Francisco Franco that lasted until 1975. This dictatorship, known as Francoism and based on fascist ideology known as National Catholicism, revoked the validity of progressive Republican laws that were enacted during the previous regime’s rule. Francoism led to a decrease in civil rights and an increase in persecution of perceived ideological subversives within marginalized groups, particularly women. Using the short story La conciencia by Ana María Matute, this presentation focuses on the alienation (enajenación) of women of lower socioeconomic strata under Franco’s dictatorship and their incapacity to communicate effectively experienced by the female protagonist as a result of lack of access to education.
From Madi Seigler's Abstract
Research in the area of second language classroom anxiety has explored how generalized language anxiety (LA) can broadly manifest itself in language courses, and consequently, how it can affect student learning and performance. However, emerging research has begun to show that an individual’s LA can be limited to specific language skills. In this paper we explore the theoretical and empirical evidence related to skill-based language anxiety across each of the four skills to date. We discuss concrete pedagogical activities and interventions that teachers can use to apply the research implications to their own classroom contexts.
James Teague's Abstract
University language professors and students alike commonly believe that studying abroad is the best way to advance second language speaking skills, but what types of language gains can we realistically expect from a program only lasting a few months? This study explores holistic and linguistic gains in a student’s speaking ability during a semester-long study abroad program in Lima, Peru. The results suggest that semester-long study abroad can foster linguistic gains and promote the development of oral proficiency in terms of being able to narrate, describe in the past, present, and future, and deal effectively with unanticipated complications.