Puerto Rican Teachers' and Students' Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students

Autor/inn/en	Mari, Vanessa; Carroll, Kevin S.
Titel	Puerto Rican Teachers' and Students' Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 13 (2020) 2, S.289-311 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mari, Vanessa) ORCID (Carroll, Kevin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; High School Seniors; Grade 12; Private Schools; Public Schools; Student Attitudes; Teacher Attitudes; Language of Instruction; Official Languages; Spanish; Code Switching (Language); Learning Motivation; Language Proficiency; Anxiety; Bilingual Education; Puerto Rico + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 12; 12. Schuljahr; Schuljahr 12; Private school; Privatschule; Public school; Öffentliche Schule; Schülerverhalten; Lehrerverhalten; Teaching language; Unterrichtssprache; Office language; Amtssprache; Spanisch; Motivation for studies; Lernmotivation; Language skill; Language skills; Sprachkompetenz; Angst; Bilingual teaching; Bilingualer Unterricht
Abstract	This paper documents English teachers' and advanced English students' perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01