2026-09-21T19:21:01Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/98205 2023-07-11 col_2142_8800 col_2142_5131 com_2142_5132 com_2142_5130

Haas Dyson, Anne Haas Dyson, Anne Trent, William Smith, Patrick Hood, Denice Mosley Vaughan, Robin Nicole 2017-09-29T17:45:10Z 2017-09-29T17:45:10Z 2020-03-03T10:15:35Z 2017-07-12 2017-08 This study concerns itself with how identity, modern language, and career aspirations function on a micro-level and macro-level as it pertains to the Trump administration. Through two language for specific purpose (LSP) classrooms, questions explore personal identity, Spanish major and minor connections, and how Spanish connects to career aspirations. This also explores the professor’s perspective with her personal identity, Spanish connection, and experience as a professor of Spanish teaching students in these LSP courses. Based on sixteen semi-structured interviews with seven students and one professor, observations, and my experience as a modern language learner, a key finding is that language is political and complex as it lends itself to how students view themselves and their interests in the future. This finding has implications for the creation of LSP courses as well as better practices for academic/career advising, teaching, and the increased enrollment of language learners. Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2019-08-01 The student, Robin Mosley Vaughan, accepted the attached license on 2017-07-10 at 12:33. The student, Robin Mosley Vaughan, submitted this Dissertation for approval on 2017-07-10 at 12:43. This Dissertation was approved for publication on 2017-07-12 at 15:24. DSpace SAF Submission Ingestion Package generated from Vireo submission #11367 on 2017-09-29 at 10:46:50 Made available in DSpace on 2017-09-29T17:45:10Z (GMT). No. of bitstreams: 3 MOSLEYVAUGHAN-DISSERTATION-2017.pdf: 14365800 bytes, checksum: d4f6ef3f01eb5b73b0dd007db83b2e57 (MD5) LICENSE.txt: 4217 bytes, checksum: dc0ec034ec1fbe4ed02f329a39286caa (MD5) PROQUEST_LICENSE.txt: 4563 bytes, checksum: 283b15663bfc7279b7bd16bea6350d78 (MD5) Previous issue date: 2017-07-12 Embargo set by: Colleen Fallaw for item 103440 Lift date: 2019-09-29T17:48:06Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 103440 Lift date: 2020-03-02T19:56:41Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 103440 Lift date: 2020-03-02T19:59:52Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 103440 Lift date: 2020-03-02T20:02:46Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only Restriction Lifted for Item 103440 on 2020-03-03T10:15:35Z. application/pdf http://hdl.handle.net/2142/98205 en Copyright 2017 Robin Mosley Vaughan Spanish language learning Language for specific purposes Undergraduate students Students of color Personal and professional development A tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms text text Educ Policy, Orgzn & Leadrshp Educational Policy Studies University of Illinois at Urbana-Champaign Dissertation Ph.D.