The addition of foreign language study to high school core curriculum benefits learners, society and overlap into the success of other areas of study and critical thinking. The problem in contemporary high school curriculum is that foreign language is disappearing. High school students and educators are failing to see the benefit of foreign language and its benefit to all subjects. The purpose of this study is to identify student perceptions of the importance of foreign language study in high school. The literature review documents the disappearance of foreign language study as part of a high school curriculum. Methodology includes conversations with high school students in third year and advanced placement literature in Spanish. Information from students was collected through the use of focus group discussions. Results indicated that these high performing students all plan to pursue Spanish and additional foreign language study in higher education and future professions. While this minority group of students anticipates a multilingual future, they are aware of an ignorant majority of students that fail to recognize the seriousness, utility and opportunities through mastering Spanish fluency. Having foreign language as a part of the core curriculum needs to be examined. Language instruction can help enrich student high school experience and prepare them for a diverse world and international workforce.
","abstract_html":"<p>The addition of foreign language study to high school core curriculum benefits learners, society and overlap into the success of other areas of study and critical thinking. The problem in contemporary high school curriculum is that foreign language is disappearing. High school students and educators are failing to see the benefit of foreign language and its benefit to all subjects. The purpose of this study is to identify student perceptions of the importance of foreign language study in high school. The literature review documents the disappearance of foreign language study as part of a high school curriculum. Methodology includes conversations with high school students in third year and advanced placement literature in Spanish. Information from students was collected through the use of focus group discussions. Results indicated that these high performing students all plan to pursue Spanish and additional foreign language study in higher education and future professions. While this minority group of students anticipates a multilingual future, they are aware of an ignorant majority of students that fail to recognize the seriousness, utility and opportunities through mastering Spanish fluency. Having foreign language as a part of the core curriculum needs to be examined. Language instruction can help enrich student high school experience and prepare them for a diverse world and international workforce.</p>","abstract_has_math":false,"creators":["Smith, Susan Malanche"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-12-01T08:00:00Z","date_published":"2012-12-01T08:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["Foreign Languages","Curriculum","Foreign Language Skills","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/110","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Smith, Susan Malanche"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Foreign Languages","Curriculum","Foreign Language Skills","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/110"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The addition of foreign language study to high school core curriculum benefits learners, society and overlap into the success of other areas of study and critical thinking. The problem in contemporary high school curriculum is that foreign language is disappearing. High school students and educators are failing to see the benefit of foreign language and its benefit to all subjects. The purpose of this study is to identify student perceptions of the importance of foreign language study in high school. The literature review documents the disappearance of foreign language study as part of a high school curriculum. Methodology includes conversations with high school students in third year and advanced placement literature in Spanish. Information from students was collected through the use of focus group discussions. Results indicated that these high performing students all plan to pursue Spanish and additional foreign language study in higher education and future professions. While this minority group of students anticipates a multilingual future, they are aware of an ignorant majority of students that fail to recognize the seriousness, utility and opportunities through mastering Spanish fluency. Having foreign language as a part of the core curriculum needs to be examined. Language instruction can help enrich student high school experience and prepare them for a diverse world and international workforce.
"]},{"key":"dc:title","label":"Title","values":["Advanced Spanish Language High School Students: Perceptions of Spanish Instruction, Understanding, and Cultural Appreciation"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Smith, Susan Malanche"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["The addition of foreign language study to high school core curriculum benefits learners, society and overlap into the success of other areas of study and critical thinking. The problem in contemporary high school curriculum is that foreign language is disappearing. High school students and educators are failing to see the benefit of foreign language and its benefit to all subjects. The purpose of this study is to identify student perceptions of the importance of foreign language study in high school. The literature review documents the disappearance of foreign language study as part of a high school curriculum. Methodology includes conversations with high school students in third year and advanced placement literature in Spanish. Information from students was collected through the use of focus group discussions. Results indicated that these high performing students all plan to pursue Spanish and additional foreign language study in higher education and future professions. While this minority group of students anticipates a multilingual future, they are aware of an ignorant majority of students that fail to recognize the seriousness, utility and opportunities through mastering Spanish fluency. Having foreign language as a part of the core curriculum needs to be examined. Language instruction can help enrich student high school experience and prepare them for a diverse world and international workforce.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/110"],"dc:subject":["Foreign Languages","Curriculum","Foreign Language Skills","Education"],"dc:title":["Advanced Spanish Language High School Students: Perceptions of Spanish Instruction, Understanding, and Cultural Appreciation"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:28Z"}