The perceived impact of native language in teaching English as a second-language to Hispanic limited English proficient adult learners : a case study /
The United States has always been a mosaic of cultures, but the diversity of its population has increased by striking proportions in recent years. Some 32 million individuals in the U.S. speak a language other than English. Ensuring that all adults can speak, read, and write English well is one of...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731966361&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The United States has always been a mosaic of cultures, but the diversity of its population has increased by striking proportions in recent years. Some 32 million individuals in the U.S. speak a language other than English. Ensuring that all adults can speak, read, and write English well is one of the major issues challenging educators into the next century. Almost 30 million U.S. citizens are illiterate, and the overall illiteracy rate for all U.S. adults is 13%. Most linguistically disadvantaged adults (48%) are categorized as Limited English Proficient (LEP), or as individuals who have limited ability in speaking, reading, writing, or understanding English and whose native language is not English. The purpose of this study was twofold: (a) to develop an understanding and awareness of the experiences of ESL teachers using native language as well as English to instruct Hispanic LEP adult learners in the ESL classroom and (b) to discover how Hispanic LEP adult learners perceived the experience of using both their native language and English to gain literacy in English. A total of three learners and three ESL instructors agreed to participate in the study, and each met the criteria for inclusion. After in-depth interviewing of all participants, analysis led to findings in three areas: (a) significant lowering of the affective filter in LEP adult learners, (b) affirmation of adult learner's native language and culture, and (c) a more naturalistic learning of target language (in this case, English). These findings have implications for teachers of Hispanic adult LEP learners, as well as for the learners themselves. Every U.S. citizen should be concerned that many of his or her fellow citizens lack the basic English skills to function fully in society. Only by ensuring that groups on the fringes of American society are provided with opportunities, through language, one of the unifying forces in America, can we provide a better quality of life and entry into mainstream society for those who often are marginalized in this same society. If America wants to be at the forefront of the information revolution, the literacy of all citizens is an absolute necessity. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | viii, 166 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 150-164). |