Inquiry-based learning in a university Spanish class: an evaluative case study of a curricular implementation

In this evaluative case study the teacher-researcher replaced the traditional curriculum of a fourth-semester, university-level Spanish class with an inquirybased curriculum. Inquiry-based learning is an approach based on constructivist pedagogy that promotes the acquisition of content knowledge, the development of critical thinking skills, and problem solving and collaboration through the exploration and solution of authentic inquiries. Students in the class were invited to self-select inquiry topics, generate their own research questions, research their topics through various online and offline sources, and create multimedia presentations to share their work with fellow students. Computer activities were supplemented with individual, small group, and whole class activities that fostered the development of reading, writing, listening, and speaking skills by using the materials the students collected and investigated. The inquiry-based curriculum facilitated the development of a student-centered classroom that enabled students to negotiate the curriculum with the teacher-researcher and establish a community of learners. Furthermore, the innovative approach allowed the students to assume new roles and responsibilities in the classroom, make choices in terms of content and learning activities, and share their voices. Data include anecdotal records of the teacher-researcher, field notes recorded by a research assistant, interview transcriptions, and multiple student-generated documents. Data analysis is presented through a descriptive chronological account, three individual case studies from students in the class, and a chapter on emergent themes. The project challenges researchers and practitioners to contemplate and reflect on what it is to teach and learn languages, to critically evaluate current practice, and to venture into the uncharted territory outside the traditional teaching “box.”