"I Like English Better": Latino Dual Language Students' Investment in Spanish, English, and Bilingualism

Autor/inn/en	Babino, Alexandra; Stewart, Mary Amanda
Titel	"I Like English Better": Latino Dual Language Students' Investment in Spanish, English, and Bilingualism
Quelle	In: Journal of Latinos and Education, 16 (2017) 1, S.18-29 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2016.1179186
Schlagwörter	Bilingualism; Bilingual Students; Language Acquisition; Mixed Methods Research; Student Surveys; Grade 5; Native Speakers; Language of Instruction; Spanish Speaking; English (Second Language); Student Attitudes; Language Usage; Language Attitudes; Social Influences; Likert Scales; Hispanic American Students; Interviews + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachaneignung; Spracherwerb; Schülerbefragung; School year 05; 5. Schuljahr; Schuljahr 05; Muttersprachler; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Sprachgebrauch; Sprachverhalten; Sozialer Einfluss; Likert-Skala; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik
Abstract	This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language programs are going to be maximally successful, then they must foster an environment that encourages students' attitudes and investments toward both of their languages, taking particular care to protect and promote the minority language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01