Sources

Broaddus, Karen, and Gay Ivey. "A Formative Experiment Investigating Literacy Engagement among Adolescent Latina/o Students Just Beginning to Read, Write, and Speak English." Reading Research Quarterly 42.4 (2007): 512-45. EBSCO. Web. 15 Mar. 2011.
This article does not study motivation of Spanish speakers learning English. However, it looks at the literacy skills of middle school native Spanish speakers using their English in the classroom. They created an instructional plan to help these ESL students improve their literacy skills. I think this would be interesting to look at the methods and activities the teachers used. In order to understand motivation, I need to look at how students learn and will use their English in a classroom setting as well as in the real world.



Cordero, Iris, and Alicia Pousada. "Until I Learn English, I Will Always Live in a Prison": Teaching E.S.L. to Hispanic Women Inmates." (1995): ERIC. EBSCO. Web. 15 Mar. 2011.
These researchers were looking to create a substantial ESL program for Spanish speaking women in prison learning English. Major factors that contributed to the success of language acquisition include high self-esteem, great motivation, and a more positive attitude toward the program. I hope to analyze all three of these factors in the report because they deal with intrinsic factors and use them towards my article.


Miño-Garcés, Fernando. "Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/learning of English as a Foreign Language in Native Spanish Speakers." International Journal of English Studies 9.1 (2009): 81-89. EBSCO. Web. 14 Mar. 2011.

This article is an interesting find because it talks about the motivation that teachers could instill in their students to learn English and lists these different factors along with a simple explanation. I thought that this article could possibly be useful because it gives the other side’s perspective. Therefore, I can see what the motivation behind the students is as well as the motivation behind the teachers teaching these Latino SLA students.



"Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program." Journals of Latinos and Education 5.1 (2006): 5-28. EBSCO. Web. 14 Mar. 2011.

This article looks at a 2 year English immersion program for immigrant Spanish speaking children and the motivation and attitudes of their parents. Through this article, I am able to look at parents as a support system and why they choose to have their children learn English in the United States, even when they, themselves, do not speak English fluently.