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Developing Teaching Materials for Spanish Heritage Speakers with Hearing Loss


Metadata FieldValueLanguage
dc.contributor.advisorVergara, Daniel
dc.contributor.authorManteca Gacho, Cristina
dc.date.accessioned2022-04-27T13:49:13Z
dc.date.available2022-04-27T13:49:13Z
dc.date.issued2022-04-27
dc.identifier.urihttps://etd.auburn.edu//handle/10415/8162
dc.description.abstractThe purpose of this thesis is to address the challenges of teaching gender agreement to Heritage Speakers (HS) of Spanish with a mild, moderate, and moderately-severe hearing loss. I discuss a series of combined approaches (TBL) and strategies (Input Enhancement) that can be implemented to create instructional materials to facilitate the perception and processing of gender agreement cues in the auditory modality. The aim of this interdisciplinary study is to provide resources and materials to instructors that teach HS who are Deaf and Hard of Hearing (DHH) by presenting a sample didactic unit that was connected to the student’s environment and experience. Moreover, this thesis is innovative because the methods used in the didactic unit are not only beneficial for HS who are DHH, but also for L2 learners with normal hearing levels. If we consider that both groups face similar difficulties in the processing of gender agreement in Spanish, the strategies employed in this thesis to emphasize the key elements for processing gender, such as Cued Speech, prosodic stress, and color-coding notation, could also be useful, if adapted, to L2 learners who may have different learning styles (e.g., visual, auditory, and kinesthetic).en_US
dc.rightsEMBARGO_GLOBALen_US
dc.subjectForeign Language and Literatureen_US
dc.titleDeveloping Teaching Materials for Spanish Heritage Speakers with Hearing Lossen_US
dc.typeMaster's Thesisen_US
dc.embargo.lengthMONTHS_WITHHELD:24en_US
dc.embargo.statusEMBARGOEDen_US
dc.embargo.enddate2024-04-27en_US
dc.contributor.committeeSocarrás, Gilda

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