The Reader Response Approach in Modern Language Acquisition

Ismel González, Mary Clare Courtland

Abstract


This article describes the implementation of the reader response approach as a focal practice in a university Spanish language class. The design of was qualitative. Methods included participant observation, taped responses, a taped focus group meeting, and analysis of documents. Four main themes emerged from the data analysis: shifting roles in the modern language classroom; patterns of shared response to La Casa en Mango Street; students’ attitudes towards a new pedagogical approach; and response to La Casa en Mango Street. This approach contributed to the narrowing of the gap between language and culture in the modern language classroom.

Keywords


modern language reading and speaking, collaborative interpretation to foreign language texts, critical language awareness, qualitative research.

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