<i>Las voces de Baha‐blantes</i>: An analysis of the language learning investment of intermediate students of Spanish at the tertiary level

Abstract This study examines the language learning investment of five intermediate learners of Spanish at a tertiary institution in The Bahamas. It draws on participants’ language learning journeys to consider how their previous experiences and access to language learning opportunities contributed to their investment. The results show that pressure from a national exam, motivational support from family members, and identification with Afro‐Hispanic culture greatly impacted their language learning investment. Additionally, access to study abroad, communicative practice, and other resources were also critical. However, the primary reason for students to take Spanish courses beyond the general education requirement was to become proficient for future purposes. Actionable pedagogical implications are provided for teachers of Black foreign language learners.