Spanish Language Learning as a Determinant of Knowledge of Hispanic Culture in Secondary Schools

The purpose of the study was to determine if the
learning of the Spanish language is a determinant of
knowledge of Hispanic culture in secondary schools.
The consulted literature provided a dichotomy of
opinion regarding the generally accepted statement that
foreign language instruction does automatically afford
students an opportunity to become aware of the cultural
aspects of the targeted group in comparison to students
who had never studied a foreign language. However, the
literature also indicated that this assumption has not
been substantiated by research.
A total of 408 students (204 Spanish language
students and 204 non-Spanish language students) from
eight high schools in Brevard County, Florida, were
selected to participate in the study. Half of these students had attended a minimum of two years and a
maximum of three years of Spanish language classes.
There was no attempt to control for sex, race, age,
socio-economic status or measured intelligence. Since
an appropriate commercial instrument to measure the
intended goal was not located, the writer designed a
data collection instrument. The instrument was validated
by standard statistical procedure.
The researcher found that no significant difference
in knowledge of Hispanic culture existed between students
in Spanish language classes and students in non-Spanish
language classes. However, a significant difference did
exist in knowledge of Hispanic culture between Spanish II
and Spanish III students. Students in Spanish III
language classes scored consistently higher than students
in Spanish II language classes. It was also evident that
when students in Spanish II were parcelled out and
Spanish III students' performance on the test was compared
with non-Spanish language students there was a significant
difference in favor of Spanish III language students.
Recommendations that a careful analysis of the
Spanish language curriculum be undertaken and that there
be developed and implemented cultural component objectives
starting with the Spanish I course were among those growing
out of the study.