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Spanish as a Symbol of Cultural Identity : = The Case of a Puerto Rican ESL High School Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Spanish as a Symbol of Cultural Identity :/
Reminder of title:	The Case of a Puerto Rican ESL High School Classroom.
Author:	Rodriguez-Santiago, Aneidys B.
Description:	1 online resource (180 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9781369767520

Spanish as a Symbol of Cultural Identity : = The Case of a Puerto Rican ESL High School Classroom.
Rodriguez-Santiago, Aneidys B.

Spanish as a Symbol of Cultural Identity :The Case of a Puerto Rican ESL High School Classroom. - 1 online resource (180 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The purpose of this study was to investigate the purposes and functions of Spanish and English in an English as a second language high school classroom in Puerto Rico. A qualitative method was used to identify, describe, and analyze the uses of Spanish and English by the ESL teachers and students. The study explored the use of the L1 as a tool for L2 learning as well as the contexts that most facilitated language learning. A total of six twelfth grade students participated in the study, as well as two ESL teachers and the school principal. Classroom observations made over the course of two weeks, one-on-one interviews with each participant, and English curricular guides and standards from Puerto Rico's Department of Education were used to collect the data and triangulate the results. Major findings reveal that teachers and students employed Spanish and English for different purposes. Spanish had a cultural and identity meaning; it mainly had a social and conversational purpose whereas English was used for administrative purposes (e.g., deadlines). Findings also demonstrated that the political relationship of Puerto Rico with the United States has an impact on the teaching and learning of English on the island, which meant that high school students and teachers resisted the teaching and learning of English because it was associated with a loss of political independence and a thread to Puerto Rican cultural identity. Further research on the use of Spanish in the ESL classroom in Puerto Rico and its effects on L2 acquisition was recommended to gain a deeper understanding of the low level of English language proficiency among students in the public school system.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369767520Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Spanish as a Symbol of Cultural Identity : = The Case of a Puerto Rican ESL High School Classroom.
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100 1 $a Rodriguez-Santiago, Aneidys B. $3 1181750
245 1 0 $a Spanish as a Symbol of Cultural Identity : $b The Case of a Puerto Rican ESL High School Classroom.
264 0 $c 2017
300 $a 1 online resource (180 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Mariana Pacheco.
502 $a Thesis (Ph.D.) $c The University of Wisconsin - Madison $d 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to investigate the purposes and functions of Spanish and English in an English as a second language high school classroom in Puerto Rico. A qualitative method was used to identify, describe, and analyze the uses of Spanish and English by the ESL teachers and students. The study explored the use of the L1 as a tool for L2 learning as well as the contexts that most facilitated language learning. A total of six twelfth grade students participated in the study, as well as two ESL teachers and the school principal. Classroom observations made over the course of two weeks, one-on-one interviews with each participant, and English curricular guides and standards from Puerto Rico's Department of Education were used to collect the data and triangulate the results. Major findings reveal that teachers and students employed Spanish and English for different purposes. Spanish had a cultural and identity meaning; it mainly had a social and conversational purpose whereas English was used for administrative purposes (e.g., deadlines). Findings also demonstrated that the political relationship of Puerto Rico with the United States has an impact on the teaching and learning of English on the island, which meant that high school students and teachers resisted the teaching and learning of English because it was associated with a loss of political independence and a thread to Puerto Rican cultural identity. Further research on the use of Spanish in the ESL classroom in Puerto Rico and its effects on L2 acquisition was recommended to gain a deeper understanding of the low level of English language proficiency among students in the public school system.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Caribbean studies. $3 1180737
650 4 $a Secondary education. $3 1179560
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690 $a 0432
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710 2 $a The University of Wisconsin - Madison. $b Curriculum & Instruction. $3 1181751
773 0 $t Dissertation Abstracts International $g 78-10A(E).
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