Motivating high school Latina/o English learners to engage in reading: An exploratory study.

摘要

This qualitative dominant mixed-methods study explored reading motivation among high school English learners whose first language was Spanish. Latina/o English learners (N = 87) from four southeastern, suburban high schools took part. The study utilized survey data to test for significant differences across demographic sectors and to group participants into More Motivated and Less Motivated subgroups for interview selection. Among other findings, participants who had been in the U.S. 2 years or less were found to value reading significantly more than students who had been in the country longer. Analysis of reading habits showed strong bilingual preferences for reading and viewing media but a general absence of reading engagement overall and in familial contexts specifically. Comparisons of higher means and significantly higher means across all demographic sectors revealed that older students (ages 17--19), students in the upper secondary grades (grades 11--12), females, and students with advanced English skills (levels 5--6) were more motivated to read. Responses from 12 interviewees demonstrated that more-motivated interviewees reported being enthusiastic readers with reading interests spanning multiple genres and subject areas. Conversely, less-motivated readers faced numerous obstacles toward becoming proficient readers, and students in both subgroups identified similar obstacles to reading acquisition, specifically reading texts saturated with academic language. Overall, a series of complex factors were shown to either promote or inhibit reading motivation. Implications and practical recommendations for educators are discussed along with limitations and future research considerations.