Language of Instruction and Puerto Rican First Graders' Ethnic Categorization

Autor/in	Marichal, Margarita
Titel	Language of Instruction and Puerto Rican First Graders' Ethnic Categorization
Quelle	(2018), (181 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-4385-5
Schlagwörter	Hochschulschrift; Dissertation; Language of Instruction; Municipalities; English (Second Language); Second Language Learning; Puerto Ricans; Acculturation; Case Studies; Grade 1; Elementary School Teachers; Elementary School Students; Teacher Student Relationship; Classroom Communication; Race; Ethnicity; Self Concept; Teacher Role; Sampling; Spanish Speaking; Observation; Structured Interviews; Teacher Attitudes; Measures (Individuals); Language Maintenance; Cultural Maintenance; Language Usage; Private Schools; Public Schools; Bilingual Education; Puerto Rico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching language; Unterrichtssprache; Magistrat; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Puerto Rican; Puerto-Ricaner; Akkulturation; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Rasse; Abstammung; Ethnizität; Selbstkonzept; Lehrerrolle; Beobachtung; Lehrerverhalten; Messdaten; Sprachpflege; Sprachgebrauch; Private school; Privatschule; Public school; Öffentliche Schule; Bilingual teaching; Bilingualer Unterricht
Abstract	The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of acculturation, Tajfel and Turner's social identity theory, and Wimmer's ethnic boundaries multilevel process theory. The research questions concerned how teachers' communicative practices reflected and promoted children's construction of social categorizations, what roles teachers played in ethnic education, and the influences that shaped their cultural knowledge. Purposeful sampling was used to select 2 Spanish speaking and 2 English speaking classrooms form the municipality that could provide information to answer the research questions. Data were collected from classroom observations, structured interviews with teachers, analysis of classroom artifacts, and the use of Zea, Asner-Self, Birman, and Buki's Abbreviated Multidimensional Acculturation Scale. Data were coded and then categorized by theme. The findings of the study demonstrated that teachers' hybridized ethnicity is reflected in communicative practices that influenced children's construction of social categorizations. This study could serve to develop strong cultural awareness policies for education systems and for other countries at risk of losing their language and traditions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01