Estetiska lärprocesser i spanskundervisningen ur elevers perspektiv

Sammanfattning

This study explores students’ perceptions of the use of aesthetic learning processes in Spanish language teaching through aesthetic forms of expression and how these approaches influence learning, motivation, and collaboration. The study is based on qualitative semi-structured interviews with five upper secondary swedish school students. The results indicate that students generally perceive aesthetic learning processes through aesthetic forms of expression, such as music, film, drama, and visual activities, as meaningful and supportive of language learning. These processes are particularly associated with the development of oral skills and listening comprehension. Furthermore, aesthetic learning processes are found to enhance students’ motivation by increasing variation, creativity, and opportunities for engagement in authentic contexts. In terms of collaboration, aesthetic learning processes can promote interaction and shared learning, although outcomes vary depending on group dynamics and participation. Despite the findings showing that the use of aesthetic learning processes is relatively limited and often takes passive forms, the students express a desire to incorporate such methods to a greater extent in teaching. The study also shows that the effectiveness of these processes depends on how they are implemented. The teacher’s role is central and includes clear structure, authenticity, creativity, alignment with linguistic goals, adaptation to students’ levels, and a supportive learning environment. Overall, the study highlights the potential of aesthetic learning processes to support a more student-centered and communicative approach to language learning, if they are applied in a thoughtful and pedagogically grounded way.