READING AND WRITING IN SPANISH FOR BILINGUAL COLLEGE STUDENTS: WHAT'S TAUGHT AT SCHOOL AND WHAT'S USED IN THE COMMUNITY*

Abstract

This study examines the literacy approach to Spanish for Native Speakers by focusing on one SNS class in a northern California university. It investigates the relationship between the instructor's and students' perceptions of the uses for Spanish literacy and the kinds of tasks that were found in the textbook and assigned to the class. There were three sources of data: the instructor, the students, and the assignments. The results show that although the instructor believed in nonacademic uses of Spanish literacy in the community, he assigned academic uses for Spanish literacy. Moreover, although students reported using Spanish literacy for non academic purposes, they believed in academic uses for Spanish literacy.

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