Acceso usuarios
Nancy J. Gates Madsen, Julee Tate
Audio visual input (AVI) has been a staple in the L2 classroom for several decades, and the authors of this study have used it extensively in our intermediate and advanced-level Spanish classes since the early 2000s. Previously our default choice of programming was telenovelas, but recently we decided to incorporate a Netflix-produced series, Madre solo hay dos, into our intermediate-level conversation classes at our respective colleges. We approached the project with several objectives in mind: to determine if a series would improve students' aural comprehension skills and cultural competency and to gauge whether or not incorporating such a series might motivate students to continue independent viewing of the series and/or seek out other programming in Spanish beyond the timeframe of the course. Quantitative and qualitative tools (cloze activities and pre- and post-surveys) demonstrate that these objectives were achieved. Here we detail why we chose Madre and how we used the series in the classroom, providing examples of in-class activities and a sample viewing/homework guide for one of the episodes. We hope to equip other language instructors to include Madre or another series in their classes as, in our case, students' response and learning gains were overwhelmingly positive.
