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UNIVERSIDAD DEL TURABO
SCHOOL OF EDUCATION
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS
ABOUT LANGUAGE LEARNING AS A PRODUCT OF THEIR
SOCIO-CULTURAL EXPERIENCES IN PUERTO RICO
By
Maritere Cardona Matos
DISSERTATION
Submitted in Partial Fulfillment of the Requirements to Obtain the Degree of
Doctor of Education in Curriculum, Teaching, and Learning Environment
Gurabo, Puerto Rico
May, 2014
UNIVERSIDAD DEL TURABO
CERTIFICATION OF APPROVAL OF DISSERTATION
The dissertation of Maritere Cardona Matos was reviewed and approved by the
members of the Dissertation Committee. The Doctoral Academic Requirements
Compliance form, signed by the committee members, has been deposited in the
Register’s Office and at the Center of Graduate Studies & Research at the Universidad
del Turabo.
DISSERTATION COMMITTEE MEMBERS
María Antonia Irizarry Rivera, Ed.D
Universidad del Turabo
President, Dissertation Committee
Aníbal Muñoz Claudio, Ed.D
Universidad de Puerto Rico Humacao
Member, Dissertation Committee
Maritza Santana Sierra, Ed.D
Universidad de Puerto Rico Humacao
Member, Dissertation Committee
©Copyright, 2014
Maritere Cardona Matos. All Rights Reserved
iv
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS
ABOUT LANGUAGE LEARNING AS A PRODUCT OF THEIR
SOCIO-CULTURAL EXPERIENCES IN PUERTO RICO
By
Maritere Cardona Matos
María Antonia Irizarry Rivera, Ed.D
President of the Dissertation Committee
ABSTRACT
The purpose of this study was to investigate English as a second language adult
learners' perceptions about language learning as a product of their socio-cultural
experiences in Puerto Rico. A qualitative method was used to identify, describe, and
analyze socio-cultural factors that contributed to second language learners' perception on
learning English as a second language (ESL) in Puerto Rico after having received formal
English instruction for twelve years in the Public School System. The study explored the
role socio-cultural experiences in Puerto Rico played on the attitude of adult second
language learners, how their attitudes affected their English learning, and how adult
second language learners perceived the future of English instruction in Puerto Rico's
Public School System.
Using a case study design, three participants were chosen by convenience
sampling. Interviews extending a three week period, reflexive journals, and English
curricular guides from Puerto Rico's Department of Education were used to collect the
data and triangulate the results. The findings of the study revealed that socio-cultural
v
experiences such as family support, exposure to the second language, motivation,
classroom experiences, teacher's attitudes, classroom methodologies, and cultural identity
were among those identified by the Participants as having a direct connection to their
positive or negative perception on their learning of ESL in Puerto Rico. Further research
on the perceptions of the ESL educator concerning the learning and teaching practices of
English as a second language on the Island was recommended to gain a deeper
understanding of the socio-cultural factors that affect ESL learners in Puerto Rico.
vi
CURRICULUM VITAE
Maritere Cardona Matos 1 Calle Tierra del Sol, Apt. 105 Edif. A
Humacao, PR.
Tel. (787) 602-5662
DEGREES EARNED
University of Turabo, Gurabo, PR
Doctoral Degree in Education
Curriculum, Teaching and Learning Environment-Second Language Acquisition
GPA: 4.00
June 2014
University of Turabo, Gurabo, PR
Master's Degree in Education in English as a Second Language
GPA: 4.00
March 2003
Inter American University, Rio Piedras, PR
Bachelor of Arts in Secondary Education
Major: English
Magna Cum Laude GPA: 3.79
May 1994
EXPERIENCE
Middle and High School Teacher
The Palmas Academy, Humacao, PR
August 2008- Present
August 1996- May 2005
English Instructor, Higher Education
University of Puerto Rico at Humacao, Humacao, PR
August 2005-May 2008
English Instructor, Higher Education (part -time)
Turabo University at Gurabo, PR
August 2010- December 2010 (part time)
August 2004-May 2005 (part time)
Summer 2001 & 2002
HONORS
Honor for General GPA, BA
Medal for highest GPA in English, BA
Teacher of the Year Nominee, The Palmas Academy (1997-1999/ 2002)
vii
Nominee for Secretary in the Caribbean Counselors’ Association (2002)
High Honor Medal for 4.00 GPA, MA
Dedication ESA Initiation Ceremony
AWARDS
Who’s Who Educational Award
Dean’s List Award
All-American Scholar Award
American Achievement Award
National Collegiate Education Award
Phi Delta Kappa Award for Excellence in Teaching Practice
The Palmas Academy Teacher of the Year 2003
Maestra Símbolo 2003 de la Asociación de Escuelas Privadas de Puerto Rico
VFW National Citizenship Education Teacher Award, High School Level
10 Years Service Award for Academic Excellence at The Palmas Academy
15 Years Service Award for Academic Excellence at The Palmas Academy
CERTIFICATIONS & MEMBERSHIPS
Teaching License #1874 Department of Education, Puerto Rico
Basic CPR and First Aid Certification
Cooperative Teacher Certification
Continuing Education Certification in Integrated Curriculum
Member of the Caribbean Counselor’s Association
Member of PR TESOL
Member of ASCD, Association for Supervision and Curriculum Development
PRESENTATIONS
The Writing Process: A Guide to Facilitate Collaborative Writing in the English
Classroom
Presented latest research on teacher and student roles during the writing process,
and its applicability in the classroom.
The Reading Process: Techniques and Activit ies for Reading in the Classroom
Highlighted the different types of reading modes and presented techniques and
activities used to teach and enhance reading skills.
Building a Professional Portfolio Presentation on how to prepare a professional portfolio part of the requirements
needed for CADIE and Middle Sates Association.
Using English Literature to Promote the Puerto Rican Culture (Collaborator)
Using literature based on Puerto Rican culture to teach ESL students.
How to Avoid Plagiarism Presentation on how to avoid plagiarism; Given as part of English week.
PCMAS Review Presentation on language theories, theorist, and schools of thought to teacher
candidates preparing for the PCMAS examination.
viii
DEDICATION
I dedicate this dissertation to the two most important and influential people in my
life: To my mother, Myriam Matos Cano, whose support and sacrifices since day one
have been unconditional and inspirational. She is the solid rock that held me in place
during these last seven years, never letting me crumble, never letting me break into
pieces. She is my mentor, my spiritual guide, my role model, my shoulder to cry on.
Even while facing her own trials and needing my help, she never faltered to put my needs
before hers and never stopped pushing me onward to complete my degree.
It is also dedicated to my daughter, Bianca Nicole, who has taught me at her
tender age of ten, the meaning of selflessness; giving up sleepovers and pool parties just
to be by my side making sure I didn't fall asleep and making sure I would get my work
done. While I was at the peak of my work, my daughter who is my life, my friend, my
companion, my cheerleader, my North Star, and my biggest fan wrote her first dedication
to me in a book she bought for me for St. Valentine's Day titled, Gracias mamá. She
wrote: "Con todo mi corazón eres la que admiro y eres la modelo de mi vida. Quiero que
sigas siendo mi mamá y la inspiración de otros. Bianca." Her words meant the world to
me, as they reminded me that there is no greater experience in the world than being a
mother and an educator.
In loving memory of my guardian angels
who, I'm pretty sure, are smiling at me from above
as they celebrate my triumph of completing my doctorate:
my father Ramón (Chito), Abuela Sila, Abuelo Pepe, Abuela Fela and Abuelo Ramón.
ix
ACKNOWLEDGEMENTS
I wish to thank the following people for whom I am indebted:
First and foremost, Dr. María Antonia Irizarry Rivera, Director of my dissertation
committee, for never doubting one minute that I could achieve this goal, for having faith
in me when I was running low, for providing me the opportunity to grow personally and
professionally, and for patiently guiding me through all this process.
Dr. Anibal Muñoz Claudio and Dr. Maritza Santana Sierra, members of my
dissertation committee for all the advice and recommendations they always provided in
times of great desperation, anxiety, and stress.
Dr. Nilsa Lugo Colón, my trusted friend and mentor, for never taking off her
boxing gloves and for teaching me that tough love is what gets us through the roughest
moments. Thank you for never hanging up the phone without first saying, "Just get it
done. You can do this. Love ya."
My professors Dr. Rosita Puig, Dr. Dulcinia Nuñez, Dr. Debbie Quintana, Dr.
Juana Mendoza, and Dr. Rafael Cartagena for contributing to my professional growth and
giving me all the knowledge and skills needed to move forward in my doctoral studies.
My sister Maritza Cardona, my brother José Ramón, my nephew Joey, and my
niece Mirielis for acknowledging my sacrifices and supporting my decision to become
the first Doctor in the house.
Cecilia González, my daughter's grandmother and Ceciliana Alonso, my
daughter's aunt for always helping me out with Bianca Nicole, for bringing the fun into
her life while I sat down in front of a computer for countless hours and for making her a
happier child with all of those wonderful projects and visits to Old San Juan.
x
My endearing friends Gloribel, Sigrid, and Mary Ann for always being right there
at my side, through thick and thin, through good and bad, through the highlights and the
lowlights of my life, career, and education. I thank you for never giving up on me and
for waiting almost seven years to recuperate our Thank God It's Friday (TGIF) moments.
My daughter's support group: Yoli, Lillian, Michelle, Esther, Roxy, and Eileen for
offering to take my daughter to birthday parties, pool parties, school competitions, and
field trips so that she would not miss out on anything, for being the eyes and ears when I
wasn't around to protect her, and for ensuring I would have all of my daughter's moments
captured in pictures so that I, too, could celebrate and cherish her accomplishments.
My colleagues at The Palmas Academy for making me laugh when I was stressed,
for the many random conversations we would have in the Faculty room to keep my mind
sane, and for giving me the encouragement to keep on writing.
My students at the Palmas Academy for keeping me grounded at work and for
reminding me every day that I was a positive influence in their lives, making every
moment of this long journey all worthwhile.
My research study Participants for giving unselfishly of their time to contribute to
the educational endeavors set forth with this investigation and for sharing their
experiences with me in hopes that there can be a deeper understanding on the learning of
English in Puerto Rico.
Thanks to each for being part of my life.
xi
TABLE OF CONTENTS
LIST OF APPENDICES ...............................................................................................xiv
CHAPTER I: INTRODUCTION ..................................................................................1
Statement of the Problem ..................................................................................3
Purpose of the Study .........................................................................................6
Justification .......................................................................................................6
Research Questions ...........................................................................................10
Definition of Terms...........................................................................................10
Delimitations .....................................................................................................11
CHAPTER II: REVIEW OF LITERATURE ...............................................................13
Introduction .......................................................................................................13
Historical Perspective on the Language Debate in Puerto Rico .......................13
Major Theories of Second Language Learning: A Constructivist Paradigm ....22
Factors Affecting Second Language Learning .................................................30
Adult Learner's Perceptions in Second Language Learning .............................37
Conclusion ........................................................................................................41
CHAPTER III: METHOD ............................................................................................42
Design ...............................................................................................................43
Participants ........................................................................................................45
Data Collection .................................................................................................47
Validity and Reliability .....................................................................................49
Procedures .........................................................................................................51
Data Analysis ....................................................................................................54
xii
Ethical Considerations ......................................................................................55
Risks ..................................................................................................................57
Benefits .............................................................................................................57
Conclusion ........................................................................................................57
CHAPTER IV: FINDINGS ..........................................................................................59
Perceptions of Adult Language Learners on Learning ESL in PR ...................60
Factors that Contribute to Perceptions of ESL Learning in PR ........................80
Family Support......................................................................................82
Exposure to the Second Language ........................................................84
Socio-economic Background ................................................................90
Use of English as the Language of Instruction .....................................93
Teachers' Attitudes ................................................................................95
Teachers' Communicative Competence ................................................98
Classroom Experiences .........................................................................100
Socio-cultural Pertinence ......................................................................102
Classroom Resources ............................................................................105
Motivation .............................................................................................107
Language as a Cultural Marker .............................................................108
Fear .......................................................................................................109
Role of Socio-Cultural Experiences on the Attitude of ESL Learners in
PR ......................................................................................................................111
Effect of Socio-cultural Experiences on the Learning of ESL in PR ...............114
The Future of ESL in PR ..................................................................................117
xiii
Research Question 1 .........................................................................................126
Research Question 2 .........................................................................................134
Research Question 3 .........................................................................................146
Research Question 4 .........................................................................................147
Research Question 5 .........................................................................................149
Summary ...........................................................................................................152
CHAPTER V: DISCUSSION .......................................................................................154
Conclusions .......................................................................................................155
Implications.......................................................................................................157
Recommendations .............................................................................................163
Final Thoughts ..................................................................................................166
REFERENCES .............................................................................................................168
xiv
LIST OF APPENDIXES
Appendix A: Certification HIPPA, IRB, and RCB .................................................180
Appendix B: Certification of Approval from IRB ..................................................181
Appendix C: Collaboration Request for Revision of Questions to Select
Convenience Sampling ......................................................................183
Appendix D: Collaboration Request for Revision of Interview Guide
Questions............................................................................................184
Appendix E: Collaboration Request for Revision of Reflexive Journals ................185
Appendix F: Informational Letter/ Hoja Informativa .............................................186
Appendix G: Questions to Select Convenience Sampling .....................................190
Appendix H: Informed Consent/ Consentimiento Informado .................................193
Appendix I: Interview Guide Questions/ Preguntas Guías para la Entrevista .....201
Appendix J: Reflexive Journals/ Diarios Reflexivos .............................................207
Appendix K: Invitation to Participate in Research Study ........................................210
Appendix L: Letters of Support to Recruit Participants ..........................................211
Appendix M: Letter of Support to Use Facilities .....................................................212
Appendix N: Example of Tables for Grouping and Categorizing Data ..................213
Appendix O: Translations ........................................................................................217
1
CHAPTER I
INTRODUCTION
Learning a second language is a long and complex process that can be both
exciting and productive or terrifying and useless (Brown, 2007). Research in second
language learning has for many years played a significant role in helping educators
understand how second language is acquired, and what factors influence the process of
acquisition. One thing is certain: no two learners are the same, and as a result, learners’
disposition and motivation for learning a second language may be influenced by their
different learning backgrounds, cultural experiences, and overall perceptions towards
learning a second language (Brown, 2007; Hyland & Hyland, 2006; Ivie,1998; Krashen,
1989).
Over the years, second language learning theorists have discussed the role that
cognitive, affective, and behavioral factors play when learning a second language
(Brown, 2007; Dulay, Burt & Krashen, 1982; Krashen, 1989). Special attention,
however, has been placed in how learning a second language is acquired or influenced by
the socio-cultural context of the learner (Brown, 2007; Dulay, Burt, & Krashen, 1982;
Fromkin, Rodman, & Hyams, 2003; Krashen, 1989; Vygotsky, 1986).
Because culture is part of everyone's life, it is the context which we live, exist,
feel, communicate, and relate to others. It is what binds people together; it is part of our
identity, and as such, it nurtures our sense of belonging to a unique group. According to
Brown (2007), culture establishes a template for personal existence; that is, we tend to
perceive reality within the context of our own culture.
2
Language is a central part of culture, and culture is a central part of language; the
two are interwoven so that one cannot be sustained without the other (Brown, 2007;
Vygotsky, 1986). In learning a second language, the same holds true. Thus, in
understanding how and why individuals learn a second language, one must understand
and consider all the factors that make up an individual’s cultural identity.
Lightbrown (2006) adds that for successful language learning, students need to be
motivated, and this motivation can be provided in classes where the learners perceive that
what they are learning holds cultural pertinence. This can help the learners shed
apprehension towards learning a second language because they can relate the learning
experience to their own cultural backgrounds.
Besides the significant benefits of incorporating cultural pertinence when
embracing the learning of a second language, the learner’s familiarity with the
geography, history, customs, life styles, or values, when experienced in light of a second
language, allows the learners to expand their views that language is the one thing
humanity shares in common, and it holds pertinence as part of their own cultural identity.
Nevertheless, the apprehension that second language learners in Puerto Rico continue to
display upon entering the second language classroom, has much to do with the content of
the instructional materials that they are exposed to. Such notion is supported by
Santiago's (2008) investigation concerning children's perceptions of the textbooks used in
the classroom. According to Santiago (2008),
The instructional materials and methodologies utilized to teach English have
routinely been imported from the U.S. For the most part, these English textbooks
portray the everyday life of peoples in the context of the U.S., have questionable
3
relevance to the reality of the majority of our Puerto Rican students, and provide
for an imposed cultural disconnect. (p. 9)
Statement of the Problem
The learning of English as a second language in Puerto Rico has always been a
topic of great debate (Dubord, 2007; Morales & Blau, 2009; Nickels, 2005; Shink, 2012).
On one side of the debate, we have the influence of political figures and policymakers
who use the learning of English as a way to awaken political fervors, against or in favor,
in the name of education. On the other side of the debate, we have educators and
researchers who see the learning of English as a necessity for communicating in a
multicultural world (Celce-Muria, 2011).
Whether a political strategy or an educational endeavor, in Puerto Rico, the
learning of English as a second language (ESL) is mandatory in the Public Educational
System from primary grade school all the way to undergraduate studies (Law 149, Ley
Orgánica del Departamento de Educación, 1999). With so many years of exposure to the
learning of a second language, it would be fair to say the students in Puerto Rico’s Public
School System should reflect competency in the English language when measured in
standardized tests. Yet, our reality is far from this. Standardized tests used in Puerto
Rico, such as Las Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA) and
the College Entrance Examination Board (CEEB) reflects that students score below
average in reading and oral comprehension and writing (www.de.gobierno.pr/ppaa).
After approximately twelve years of second language instruction in English, students
from Puerto Rico's public schools are initiating their undergraduate studies with low
proficiency levels in English. Thus, second language learners in Puerto Rico's Public
4
School System are not learning English effectively to even carry on basic communicative
functions. According to Pousada (2000), such negative outcomes, "have been attributed
to the resistance against an imposed language, the betrayal of the Spanish language that
represents the students' Puerto Rican national identity, and the lack of quality English
instruction" (Santiago, 2008, p. 10).
In light of the Puerto Rican socio-cultural context, it is evident that many students
have not fully managed to accept English as part of their culture, are self-conscious about
their low proficiency English skills, and become anxious and apprehensive as soon as
they walk into a second language classroom scenario (Velázquez, 2013). This feeling of
language uncertainty that still lingers in our educational system accounts for a 90% of
Puerto Rico's population not mastering English at proficient levels (Cordero, 2013).
When compared to the Censo 2000, where reportedly 72% of the population did not
speak English, we have a dramatic and alarming decrease of 18% percent of Puerto
Rico's bilingual population.
So, why is it that our second language learners continuously reflect poor
communicative competence in English in the PPAA and the CEEB standardized tests?
Why is it that most of our population is not mastering the minimum competencies in
English to feel they are truly bilingual? Why is it that students in Puerto Rico do not
acquire proficiency in English as a second language even after twelve years of formal
instruction in the Island's Public School System? While theories and investigations on
second language acquisition might suggest that cognitive factors play a major role in
second language acquisition, more current theories point to socio-cultural and
motivational factors as key to the effective language learning (Abu-Rabia, 1996; Brown,
5
2007; Cúellar, Arnold, & Maldonado, 1995; DuBord, 2007; Gardner,1959/1983;
Krashen, 1982; López, 2010; McCrosky, Fayer, & Richmond, 1985; Muñoz, 2011;
Navarro-Rivera, 1999; Negrón de Montilla, 1975; Torres-González, 2002; Vygotsky,
1986).
Strategies utilized in the language classroom, in order to be effective, must be
employed in a meaningful context that holds pertinence to the language learner (Ausubel,
1963; Brown 2007; Dulay, Burt, & Krashen, 1982; Larsen-Freeman, 2001). In addition,
research studies indicate that teacher attitudes regarding the teaching of English may
influence students’ own motivation towards the learning of a second language and may
influence students’ apprehension towards second language learning (Abu-Rabia, 1996;
Brown, 2007; Brown, 2012; Cooks, 2006; Gardner & Lambert, 1972; Krashen, 1982;
Lladó-Torres, 1984; López, 2007; Morales & Blau, 2009; Schmitt, 2010; William
&Burden, 1997). On the other hand, the political undertones that have for decades been
tied to language policies in Puerto Rico (Negrón de Montilla, 1975; Navarro- Rivera,
1999; Torres-González, 2002) have significantly contributed to students’ fear that the
imposition of a second language, in this case English, will deteriorate their own sense of
cultural identity (Navarro- Rivera, 1999; Negrón de Montilla, 1975; Torres-González,
2002). Because the link of language and culture are undeniably close, researchers must
consider socio-linguistic and cultural factors that affect individuals' perceptions on
learning a second language (Brown, 2007; Maldonado, 2000; Vygotsky, 1986). Thus, the
main concern of this study was to determine how socio-cultural experiences affect adult
second language learners' perspectives towards the learning of English as a second
language in Puerto Rico.
6
Purpose of the Study
The purpose of this study was to determine second language adult learners'
perceptions regarding the learning of English as a second language in public schools as a
product of their socio-cultural experiences in an attempt to understand why students from
Puerto Rico's Public School System reflected low mastery of English after completing the
twelfth grade of English instruction on the Island. In addition, this investigation
described the socio-cultural factors that contributed to their perception on learning
English as second language in Puerto Rico after having received formal English
instruction for twelve years in a public school of Puerto Rico.
Furthermore, the present study explored what role socio-cultural experiences
played on the attitude of learning English as a second language in Puerto Rico's Public
School System, how English as a second language learners' socio-cultural experiences
significantly impacted their perceptions regarding the learning of English as a second
language on the Island's Public School System, and how adult second language learners
perceived the future of English instruction in Puerto Rico's Public School System.
Justification
With a present globalization, an unstoppable technological era in
communications, and an increase in the emergence of World Englishes, the need to form
a bilingual citizen in Puerto Rico needs to be addressed assertively. According to
Maldonado (2000), "The need to learn languages other than the vernacular is an
imperative....One language is not sufficient to carry out all the different transactions
undertaken all over the world" (p. 490). The Department of Education of Puerto Rico has
made great efforts to improve the teaching and learning of English. This includes among
7
many things, establishing new certification guidelines for ESL teachers, purchasing
materials such as textbooks, audiovisuals, and technological equipment to enhance the
teaching of English as a second language, providing teachers with professional
development on teaching methodologies and learning techniques, assessing the
competency skills in second language learning through standardized testing,
incorporating media and technology into the classrooms, delineating projects to create a
bilingual citizen, among others. It would be expected that with so much at stake, after
twelve years of English instruction, students will enter undergraduate studies mastering
the minimum competencies in English. Yet, despite all of these efforts, the proficiency
level in English of the average student that enters post-secondary institutions is
consistently below average (College Entrance Examination Board, 2010).
While substantial research studies (i.e., Laufer & Hulstijn, 2001) and theories
(i.e., Ausubel in Ivie, 1998; Krashen, 1989; Vygotsky, 1986) support language learning
through the incorporation of meaningful language experience, a major problem lies on
how English is being taught in Puerto Rico’s Public School System. For instance, the
reading texts that the Department of Education selects for teachers to use in the ESL
classroom are uninviting to the ESL student because these hold little, if any, socio-
cultural pertinence to our ESL learners.
Vygotsky (1986) has pointed out that there is a strong relationship between
language and culture. That is, culture is linked to language learning, and language
learning is directly linked to culture. According to Lightbrown (2006), students need to
feel that there is a direct connection between their learning experience and themselves.
Apprehension towards the learning of a new language is subsided when students are
8
motivated to learn because they can identify and relate to the learning experiences. Thus,
the responsibility of the Department of Education relies in incorporating meaningful
socio-cultural pertinent experiences that tie to the English curriculum in order to make
the learning of English as a second language more effective for our students.
For the 2012-2013 academic year, English teachers in Puerto Rico's Department
of Education were required to use the revised English Curriculum Program which
incorporated Curricular Maps designed around thematic units as a means to meet the
content standards and grade level expectations in the ESL classroom; however, these
thematic units held little or no pertinence to our Puerto Rican culture. For the 2013-2014
academic year, the Department of Education completed its latest revision to the English
Curriculum where the emphasis was on using the English Curricular Framework which
focused on content standards, grade level expectations, and the dispositions stated in their
Circular Letter No.8 (Carta Circular 8, 2013). The Department of Education also
required English teachers to plan accordingly to the stipulations made in their Circular
Letter No.14 which again mentioned, among other things, the use of the English
Program's Curricular Maps (Carta Circular 14, 2013). Nonetheless, because curricular
revisions are dynamic and on-going, Puerto Rico's Department of Education has endless
opportunities to revise its curriculum to ensure our second language learners gain the
minimum competencies and skills in English needed to form a truly bilingual citizen and
succeed in undergraduate environments.
It becomes necessary then to examine in-depth the phenomenon of why students
in Puerto Rico’s Public Educational System are deficient in acquiring English as a second
language. This research investigation was aimed at understanding this phenomenon from
9
the second language learners' personal perspective on learning English as a product of
their socio-cultural experiences in Puerto Rico in order to properly address future
considerations in the teaching of English on the Island's Public Educational System. In
addition, the results of this study were aimed at contributing to our understanding of how
socio-cultural factors affect second language learning and at giving educators insight as
to what teaching strategies are most effective to motivate students and change their
perceptions on learning English as a second language on the Island's Public School
System.
The benefits of this research investigation were several. First, it sought to reach
profound understanding of the phenomenon under study; that is, understand in-depth how
socio-cultural experiences contribute to the perceptions of learning English as a second
language during their twelve years of schooling in Puerto Rico. A second benefit for the
researcher and for the reader was to become familiarized with the phenomenon of
learning ESL in Puerto Rico’s Public School System. A third benefit was having access
to personal accounts and experiences that could deepen our understanding of second
language learning as a whole. A final benefit was to use the findings of this investigation
to encourage curricular revisions in English for Puerto Rico’s Public Educational System.
It was the researchers’ intentions that this study opened new pathways for
curricular changes needed in the Island's Public School System for the effective teaching
of English as a second language. Furthermore, this research study established a
foundation for further research investigations in understanding factors that influence
students’ second language acquisition.
10
Research Questions
This research study sought to answer the following guiding questions:
1. What are the perceptions of adult second language learners regarding their acquisition
of English in Puerto Rico's socio-cultural context?
2. What factors contribute to the perceptions of adult learners of English as a second
language in Puerto Rico?
3. What role do socio-cultural experiences play on the attitude of learning English as a
second language in Puerto Rico?
4. How do socio-cultural experiences affect the learning of English as a second language
in Puerto Rico?
5. How can English education in Puerto Rico's Public School System improve in light of
the socio-cultural experiences second language learners in Puerto Rico encounter?
Definition of terms
For the purpose of this study, the following key terms were defined:
1. Acculturation- the process whereby the attitudes and/or behaviors of people from one
culture are modified as a result of contact with a different culture (Muñoz, 2011).
2. Americanization- the influence of the United States on the popular culture,
government, business practices, educational and political public policies, or language of
other countries (Negrón de Montilla, 1970).
3. Constructivism- a theoretical perspective in which an individual’s prior experiences,
knowledge, and beliefs influence how understanding is developed and experiences are
interpreted to construct knowledge ( Brown, 2007).
11
4. Cultural Identity- an individual’s self-concept which derives from his/her knowledge
of his/her membership to a cultural group together with emotional significance attached
to that membership (Muñoz, 2011).
5. Language Ego- the identity a person develops in reference to the language he or she
speaks (Guiora, 1981).
6. Language Proficiency- an individual’s competence in using a language for basic
communication and for cognitive purposes (Brown, 2007).
7. Mediation- a socio cultural psychological approach that accounts for the way the
individual’s cognition is socially and culturally connected, thus, that individual behavior
cannot be removed from the context in which it takes place (Vygotsky, 1978).
8. Perceptions- the way a learner views his/her surroundings and understands his/her
own reality within his/her social and cultural context (Hernández, 2009).
9. Second Language Apprehension- anxiety produced when learning a second language
for fear of shame, guilt, ridicule, or disloyalty to one owns vernacular language identity
(Muñoz, 2011).
10. Socio-cultural experiences – educational activities that reflect the beliefs, customs,
traditions, settings, and behaviors of the learners (Santiago, 2008).
11. Socio-cultural pertinence- the beliefs, customs, traditions, settings, and behaviors
that give learners a meaningful sense of belonging to a particular social and cultural
group (Muñoz, 2011; Santiago, 2008).
Delimitations
Taking into account that the present study was conducted with a limited sample,
its findings were limited to reflect the perceptions of that sample only. Other limitations
12
of the study ranged on the availability of the participants and the amount of data
collected. Another noticeable limitation of the study were time constraints to gather more
relevant data that would evidence participants’ apprehension or motivation towards
learning a second language.
In essence, the findings of a case study such as this one were limited because they
cannot be used to generalize (Bassey, 1999; Carey, 2009; Creswell, 2009; Donmoyer,
2000; Stake, 2010). Findings were limited to the participants' socio-cultural experiences
and perceptions of learning English as a second language in Puerto Rico. Other
approaches to gather significant data, such as focal groups, action research designs, or
ethnographic studies could have helped the researcher obtain additional data, but due to
the extensive period of time required for the gathering, triangulation, and analysis of the
data, the researcher opted to limit the study to interviews, revision of documents, and
participants' reflexive journal entries.
In addition, limitations of this study were found in the small sample used to obtain
the perspectives of the educational scenario of Puerto Rico’s Public School System. A
consideration to compare perceptions of ESL learners in the private schools in Puerto
Rico, secondary or post-secondary institutions, could have provided the researcher with
additional data to strengthen the research findings.
13
CHAPTER II
REVIEW OF LITERATURE
Introduction
The theoretical framework for this research is described in this chapter. As this
study is centered on the socio-cultural pertinence Puerto Rican students give to the
learning of English as a Second Language, it is crucial to present and discuss the
historical perspective on the language debate in Puerto Rico. Additionally, a discussion
of major theories surrounding second language learning, as well as the current policies of
Puerto Rico’s Department of Education in regards to the teaching of ESL are discussed
within this chapter.
Historical Perspective on the Language Debate in Puerto Rico
The teaching of English as a Second Language in Puerto Rico has for centuries
been associated with political innuendos. While both Spanish and English are official
languages of the Island, English is not utilized in Puerto Rican’s daily domestic life
except for commercial, industrial, and tourism activities. However, English, as one of the
prominent languages around the world, is a necessary vehicle needed for communicating
and advancing in our globalized economy and highly technological world. Muñoz (2011)
states:
The historical context (communication and technological eras) that have
transformed most cultures during the twentieth century until today have led to the
hegemony of the English language all over the world. Consequently, many
countries around the world have engaged in the process of teaching and learning
English as their second language (ESL) based on political-judicial contexts or as a
14
foreign language (EFL) for the purposes of communication (mainly business
oriented) with English speaking countries. (p. 1)
As stated, English in Puerto Rico is primarily a language of commerce, and as such, does
not represent to the Puerto Ricans a part of their national identity as a Spanish speaking
country. For the ESL learner, learning English, poses difficult challenges stemming from
cognitive to affective factors. For the ESL teacher who faces the challenges of answering
the century old question posed by students, ¿Por qué tengo que aprender inglés, si en
Puerto Rico se habla español?/ Why do I have to learn how to speak English if we speak
Spanish in Puerto Rico?, it may become evident that there is still predominating
resistance towards the learning of English on the Island. This prevalent resistance
towards the learning of ESL in Puerto Rico is deeply rooted in the way that English was
brought to the Island and imposed upon the Puerto Ricans by the Americans during the
late 1800s.
The language debate in Puerto Rico dates back to 1493 when Christopher
Columbus landed in Puerto Rico and came into contact with the Taino Indians that
inhabited the Island. From 1493 to 1898, while Spain ruled Puerto Rico, the Spanish
language and culture merged with the language and culture of the Tainos, as well as with
the African slaves brought into the Island. González (1978), as cited in Maldonado
(2000), asserts that although Puerto Rico was seen as a multicultural and multilingual
area for nearly 400 centuries, Spanish was the only official language until the first North
American troops arrived on the Island during the Spanish-American War in 1898
(Maldonado, 2000).
15
According to Negrón de Montilla (1975), as cited in Maldonado (2000), as soon
as the Spanish and English came into close contact,
The learning of English became an immediate need, and the military officers in
charge of education, General John Eaton and his assistant, Victor S. Clark, who
came from the U.S. mainland, established linguistic policies and dedicated all of
their efforts to teaching English. (p. 488)
In an article published by Navarro-Rivera (1999) titled, "The University of Puerto Rico:
Colonialism and the language of teaching and learning," the author states that, "The
requirement of English responded to a context best explained in 1899 by Victor S. Clark,
president of the Board of Education established in Puerto Rico by the United States"
(p.2). As cited in Negrón de Montilla (1975), Victor S. Clark states:
If the school[s] are made Americans [sic] and the teachers and pupils are inspired
with the American spirit..., the i[I]sland will become in its sympathies, views and
attitude toward life and toward government essentially American. The great mass
of Puerto Ricans are as yet passive and plastic... Their ideals are in our hands to
create and mold. We shall be responsible for the work when it is done, and it is
our solemn duty to consider carefully and thoughtfully to-day [sic] the character
we wish to give the finished product of our influence and effort. (p.13)
The initial efforts of imposing English as a language of instruction in Puerto Rico's
Public School System stirred sentiments of resistance on a Spanish-speaking society. "In
the eyes of many Islanders, Puerto Rican classrooms became the battlefield where the
war against English, or specifically 'Americanization' was fought" (p.229).
16
Between 1898 and 1949, Puerto Rico had six different official language policies
for its Public School System (Algrén De Gutierrez, 1987; Maldonado, 2000; Negrón de
Montilla, 1975; Nickels, 2005, Viñas, 1973). Dr. Martin Brumbaugh, the first
Commissioner of Education in 1900, introduced the first policy known as the Brumbaugh
policy which opted for the use of both English and Spanish as teaching vehicles in the
public schools. His policy gave way for Spanish to be used as the language of instruction
in grades 1st through 8th, while English was to be taught as a special subject in those
grades. On the other hand, English was to be used as the language of instruction in
grades 9th through twelfth, while Spanish was to be taught as a special subject for those
grades (Maldonado, 2000; Viñas, 1973). In 1902, four years after Puerto Rico had
become a U.S. dependency as a result of the Spanish American War, the Official
Language Act declared both English and Spanish official languages, and the Island was
declared bilingual. However, the second major change in policy came shortly after. In
1905, appointed Commissioner Roland Faulkner advocated for the use of English as the
language of instruction for all grades in the Public School System, 1st through twelfth,
eliminating the use of Spanish as a language of instruction (Maldonado, 2000; Viñas,
1973). This was to remain the language policy for the Public School System of Puerto
Rico for over 25 years.
Then in 1931, appointed Commissioner Dr. Paul Miller introduced the third
change in policy. Spanish would be the language of instruction in 1st through 4th grade,
and English would be taught as a regular subject. The 5th grade would be a transition
grade where both English and Spanish would be used as language of instruction, and
17
from 6th through twelfth grade, English would become the language of instruction, and
Spanish would be taught as a regular subject.
The fourth major change in language policy came a few years later, in 1934, by
then Commissioner of Education, José Padín. His policy "made Spanish the language of
instruction at the elementary level and doubled the time devoted to English as a subject
from 45 to 90 minutes in the seventh and eighth grades" (Maldonado, 2000, p. 489).
English was to remain the language of instruction in grades 9th through 12th. Algrén De
Gutierrez (1987), as cited in Nickels (2005), goes on to assert that, "until 1934, the
underlying assumption of these policies was that Puerto Rico should be a bilingual
society and English the vehicle of instruction used for achieving this end" (p. 229). In
her book, The movement against teaching English in schools in Puerto Rico, Algrén De
Gutierrez (1987) explained that the constant changes in language policies were:
...responding in part to pressure from political and educational leaders wanted
Spanish as the medium of instruction. Educators and politicians expressed
opposition to the policy of teaching in English. This opposition to teaching in
English grew and became a movement within the movement toward political
autonomy. (p.10)
By 1937, the attempts to impose English as the vehicle of public instruction continued to
have major influences on the political, cultural, and educational settings permeating on
the Island (Navarro-Rivera, 1999). According to Navarro- Rivera (1999), in 1937,
elected President Franklin Delano Roosevelt (1932-1944) wrote a letter to José Gallardo,
appointed Commissioner of Education in 1937, acknowledging that the language policies
implemented by the U.S. were failing to accomplish the intended objective. "As he
18
described it, after 38 years of Puerto Rico being under the American Flag, and 20 years
since United Sates citizenship was extended to its [Puerto Rico] inhabitants, hundreds of
thousands had little, if any, knowledge of English" (Navarro-Rivera, 1999, p. 4).
According to Navarro-Rivera (1999), Roosevelt's evident frustrations with the language
issue in Puerto Rico pushed him to put pressure on José Gallardo stating that:
The policy of his government was to have the next generation of Puerto Ricans
fluent in the official language of the United Sates.... that this policy objective
could only be achieved if the public school system actively pursued the teaching
of English, and instructs Gallardo to do so. (p. 4)
Shortly after being instructed to push forward, once again, with the imposition of English
as the language of instruction in Puerto Rico's Public School System, Dr. José Gallardo
introduced the fifth major change in 1937. Both English and Spanish were to be used as
languages of instruction at the secondary level. Some subjects were to be taught in
English, while other subjects were to be taught in Spanish. At the elementary school
level, all subjects were to be taught in Spanish (Maldonado, 2000).
By then, the Puerto Ricans' sense of national identity and defense of Spanish as
the vernacular, had gained momentum with the tensions building between the Nationalist
Party movement led by Pedro Albizu Campos and U.S. officials on the Island (Ayala &
Bernabe, 2007; Scarano, 2000. The violence dissipating among these groups only added
fuel to the language issue which was already in the line of fire (Ayala & Bernabe, 2007;
Scarano, 2000). In the crossfire, perhaps one of the most notable advocates for the
defense of the use of Spanish as the vernacular in the Island's Public School System was
Doña Inés María Mendoza, a Spanish teacher in Central High School of Puerto Rico and
19
future wife to Luis Muñoz Marín, founder of the Popular Democratic Party and governor
of Puerto Rico from 1948 to 1960. According to Rosario-Natal (2004), Doña Inés María
Mendoza's own initiative to defend the use of the vernacular in the public schools, led her
to testify before the Hays Committee, a committee created to investigate the Ponce
Massacre of March 21, 1937. Aware of the possible consequences of her actions, Doña
Inés María Mendoza made her position clear. Having started her career as an English
teacher from 1927 to 1931, she did not oppose the teaching of English in the public
schools, she did oppose, however, the imposition of English as the vehicle of instruction
in Puerto Rico's Public School System. According to records of the Commission of
Inquiry on Civil Rights in Puerto Rico (1937), as cited in Rosario-Natal (2004), Doña
María Inés Mendoza testified as to the language question stating:
Teaching the child in a foreign language causes him mental suffering and real
injury. This question is not a pedagogical question, but a political question.
There exists no known authority in pedagogy who would defend the point of view
that teaching is more effective if not carried on in the vernacular, but in a foreign
language. When learning is carried on in a language foreign to the child, it
confuses his mind. If the Department of Education imposes teaching in the school
in a language foreign to the child, it will bring about the deterioration of the
child's mind and will destroy and render impossible the integrated formation of
our people....Education serves politics in all the countries of the world. It serves
in Germany, in Russia, in the United Sates. The same thing happens in Puerto
Rico, but as we are not a people with the sovereign responsibilities of its
government, as we are a colony, we face the tragedy of our people whose
20
education is at the service of a colonial policy imposed on us by force, the result
being that our school do [es] not exist to promote the interest of our own culture
and our nationality- but to serve the purposes and interests of a very indefinite
colonial policy. (p.20) ...President Roosevelt states in his letter that English must
be intensified so that the American ideals may be better learned. What I have
learned in my studies of pedagogy and from my ten years of experience with the
children in the school room, assures me that: ideals, to be taught effectively, must
appeal to the child's emotion; ideals require an attitude to be created in the child's
mind, in his spirit- and attitudes and emotions can be better dealt with better,
when the vernacular is used in the teaching process. (p.22)
Puerto Rico's Teacher's Association also strongly voiced their opposition to the
requirement of English as the language of instruction (Navarro- Rivera, 1999). Similar to
Doña Inés María Mendoza's concerns, this association argued that the issue was not
whether Spanish and English could coexist in Puerto Rico's Public School System, but
rather that the imposition of a language that was neither understood by teachers nor
students was "detrimental to the educational process" (Navarro-Rivera, 1999, p. 3).
Similarly, Puerto Rican scholars and writers were also voicing their opposition to
the imposition of English as the language of instruction in the public schools of Puerto
Rico (Navarro- Rivera, 1999). The collection of stories by Abelardo Díaz Alfaro,
Terrazo, for example, "not only defends Puerto Rican culture but directly attacks and
ridicules the United States' efforts to impose English" (Navarro-Rivera, 1999, p.3).
In 1948, upon becoming the first elected governor of Puerto Rico under the
Popular Democratic Party, Luis Muñoz Marín established Spanish as the language of
21
instruction in all grades, while English was to be taught for one period a day as a second
language. Appointed Commissioner Mariano Villaronga instilled this sixth major change
in policy when he decreed vernacular teaching at all levels of the public school, a policy
that is still in effect today. However, while the standing educational policy since 1949
made Spanish the medium of instruction in the Island's Public School System, with
English taught as a required subject from 1st through twelfth grade, the language issue in
Puerto Rico continued to sway back and forth, as every four years politicians used it as a
way to gain votes or dismiss opposition by picking on a nearly century old wound.
More language policy tug-of war dissipated over the 1990s decade. According to
López-Laguerre (1997), in 1990, Héctor López Galarza presented a law project aimed to
amend the Constitution of the Free Associated State (Puerto Rico) and make Spanish, the
sole official language of the Island. In 1991, under the leadership of then elected
governor Rafael Hernández Colón, the 1902 Law which had made both English and
Spanish official languages of the Island was repealed, and in its stead, Law No.4, of April
5, 1991, was enacted. Under this new Law No.4, Spanish became the sole official
language of the Island. Nonetheless, a year later, when Pedro Rosselló won the 1992
election favoring statehood under the New Progressive Party, one of his first enactments
was to repeal Law No.4, of April 5th, which had made Spanish the official language of
the Island, and in its stead, enacted Law No.1, of January 28th, which made both English
and Spanish official languages of Puerto Rico (López-Laguerre, 1997). English had
found its way back to the Island through political platforms, reaffirming the political ties
that have for nearly a century bound the language issue in Puerto Rico.
22
The literature examined revealed that after the occupation of the Island by the
U.S. in 1898, one of the first steps under the colonial rule was to declare both English and
Spanish as the official languages of government and public instruction in its new
territory, creating a complex tug-of-war and even contradictory impact on Puerto Rican
culture and sense of identity. In an attempt to reshape the Islanders to their own
American image, U.S. colonial authorities imposed English as the language of instruction
in the Island's Public School System. Yet, the historical overview illustrates that the
changes that have characterized Puerto Rican educational policies have laid a foundation
to build resistance and apprehension towards the learning of English as a second
language on the Island, and have in one way or another, influenced the perceptions of the
rising generation's educational experiences as constructed by Puerto Rico's unique socio-
cultural context.
Major Theories of Second Language Learning: A Constructivist Paradigm
Constructivism as a school of thought has been around for the last part of the
twentieth century. Constructivists argue that all human beings construct knowledge
based on their own realities. As a result, each individual will have equally legitimate
construction of his/her knowledge based on his/her experiences (Brown, 2007). Because
constructivists view learning as the result of mental constructions, they claim that
individuals learn by fitting new information together with what they already know. Thus,
individuals learn best when they actively construct their own understanding within their
own social context and experiences. Consequently, learning is affected by the socio
context, beliefs, and attitudes of the learner (Brown, 2007). When learners are given the
23
opportunity to build on prior knowledge, they are able to contextualize learning into
meaningful structures.
While Constructivism is often associated with the perspective of cognitive
psychologists Jean Piaget, Jerome Bruner, and Noam Chomsky (Brown, 2007), in light of
second language learning theories, it is the contributions of Lev Vygotsky, David
Ausubel, and Stephen Krashen which provide the theoretical foundations for this study.
Within the Puerto Rican English as a Second Language scenario, there is a need to deeply
understand the relationship between the social context of the Puerto Rican culture and the
cognitive processes entailing second language learning (Muñoz, 2011).
A most influential theory supporting the use of socio-cultural learning experiences
for second language learning is Vygotsky’s Sociocultural Theory. In his theory,
Vygotsky, a Russian psychologist and philosopher in the 1930s, emphasized the
influences of cultural and social contexts in learning and supported a discovery model of
learning. This type of model placed the teacher in an active role while the students'
mental abilities developed naturally through various paths of discovery, one path being
the exposure of a second language within the learner's socio-cultural context. According
to Muñoz (2011), Vygotsky's socio-cultural psychological approach, "accounted for the
way the individual cognition is socially and culturally mediated. By this mediation, he
meant that individual behavior cannot be removed from the context in which it takes
place" (p. 30).
There are three principal assumptions outlining Vygotsky’s Sociocultural Theory
which can be evidenced in the use of socio-cultural pertinent language experiences to
build communicative competence in a second language (Larsen-Freeman, 2001). The
24
first assumption is making meanings, where the community and the culture plays a
central role, and the people around the student, such as the teacher, greatly affect the way
he or she sees the world (Lightbrown, 2006). This assumption is best represented in
Vygotsky's “genetic law of development”: “Any function of the child's cultural
development appears on the stage twice, or on two planes, first the social, then the
psychological, first between people as an intermental category, then within the child as an
intramental category” (Vygotsky, 1941/1997, p. 105). From this perspective, as learners
participate in broad range of activities and internalize the effects of working together,
they acquire new strategies and knowledge of their world and their culture. However, as
Tudge and Scrimsher (2003) note, Vygotsky was not only interested in what more
knowledgeable others (MKO) brought to the interaction, but also in what the child him or
herself brought to the interaction, as well as how the broader cultural and historical
setting shaped the interaction. Hence, the second assumption for Vygotsky’s
Sociocultural Theory is that the type and quality of tools used to make meanings
determine the pattern and rate of development (Celce-Murcia, 2001). Thus, a tool used
on a regular or daily basis, such as reading texts, will increase the rate upon which the
student constructs meaning, in this case meaning of a second language (Celce-Murcia,
2011).
Vygotsky’s final assumption is directly related to what he called the “Zone of
Proximal Development (ZPD)” (Vygotsky, 1986). According to Vygotsky's theory,
problem solving skills of tasks can be placed into three categories. These are as follows:
(a) those performed independently by the student; (b) those that cannot be performed
25
even with help; and (c) those that fall between the two extremes; the tasks that can be
performed with help from others (Vygotsky, 1986).
According to Wertsch (1991), in contrast to prevailing views of his time, in which
learning was regarded as an external process and development an internal process,
Vygotsky was concerned with the unity and interdependence of learning and
development. Vygotsky (1978) proposed:
Learning awakens a variety of internal developmental processes that are able to
operate only when the child is interacting with people in his environment and with
his peers…. learning is not development; however, properly organized learning
results in mental development and sets in motion a variety of developmental
processes that would be impossible apart from learning. Thus, learning is a
necessary and universal aspect of the process of developing culturally organized,
specifically human, psychological functions. (p. 90)
In addition to Vygotsky’s assumptions, the Sociocultural Theory is uprooted on the role
of mediation and its influence on culture and interpersonal communication (Muñoz,
2011). According to Wertsch (1988) as cited in Muñoz (2011),
Vygotsky observed how higher mental functions developed historically within
particular cultural groups, as well as individually through social interactions with
significant people in a child's life, particularly parents, but also other adults
(Wetsch, 1988). Through these interactions, a child came to learn the habits of
mind of his/her culture, including speech patterns written language, and other
symbolic knowledge through which the child derives meaning and which affected
a child's construction of his/her knowledge. This key premise of Vygotskian
26
psychology is often referred to as cultural mediation. The specific knowledge
gained by children through these interactions also represented the share
knowledge of a culture. This process is known as internalization (p. 30).
Within the socio-cultural context of Puerto Rico, ESL educators are a key component of
the mediation process of most second language learners who step into the classroom with
apprehension, uncertainty, and unfavorable attitudes towards the English language that is
mostly foreign to them. ESL educators need to empower second language learners so
that in the process of internalizing the language, they can understand that far from being
an imposition, English skills are necessary for communicative competence in real life
scenarios and can be integrated as part of their own cultural identity.
Wertsch (1991) asserts that in support of this perspective, Vygotsky (1978)
introduced the construct of the zone of proximal development (ZPD) as a fundamentally
new approach to the problem that learning should be matched in some manner with the
learner's level of development. Vygotsky argued that there are two distinct
developmental levels which need to be distinguished in order to understand the
relationship between development and learning: the actual and potential levels of
development. The actual level refers to those accomplishments a learner can
demonstrate alone or perform independently; whereas, the potential level of development
as suggested by the ZPD, refers to what learners can do with assistance: “The distance
between the actual developmental level as determined by independent problem solving
and the level of potential development as determined through problem solving under
adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, p. 85).
The ZPD was regarded as a better, more dynamic and relative indicator of cognitive
27
development than what children accomplished alone (Scott & Palencsar, 2013). Hence,
from a Vygotskian perspective, cognitive development is studied by examining the
processes that one participates in when engaged in shared endeavors and how this
engagement influences engagement in other activities (Scott and Palencsar, 2013).
According to Vygotsky’s Sociocultural Theory (1986), since students learn much
through interaction, instruction in second language learning should be designed to
emphasize interaction between learners and learning tasks. Using meaningful teaching
strategies that are pertinent to the learner’s socio-cultural background will allow for the
student and the teacher to relate to their social environment, and thus provide appropriate
support for optimal learning (Larsen- Freeman, 2011).
Vygostky’s theory of sociocultural learning is a significant move forward towards
understanding how second language learners learn. The use of language and cultural
tools as central mechanisms for learning are important factors we must consider when
explaining the advantages and disadvantages in a society and how it affects second
language learners.
In addition to Vygotsky's Sociocultural Theory, the learning of English as a
second language within the socio-cultural context of the learner is supported by Ausubel's
Meaningful Learning Theory (1963). Ausubel (1963) as cited in Brown (2007)
contended that, "learning takes place in the human organism through a meaningful
process of relating new events or items to already existing cognitive concepts or
propositions" (p.83). According to Anderson and Ausubel (1965) as cited in Brown
(2007), meaning is a conscious experience that emerges when signs, symbols, concepts or
propositions are incorporated into a learner's cognitive structures and are subsumed or
28
retained into existing conceptual systems. Under Ausubel's Meaningful Learning
Theory, individuals learn when they are able to relate new learning experiences with
existing cognitive notions. Thus, new learning experiences need to be relevant, pertinent,
and meaningful to the learner in order for them to make connections with their prior
preconceptions. In regard to learning English as a second language within the socio-
cultural context of Puerto Rico, Ausubel's theory would account for teaching the English
language through instructional practices and materials that are culturally oriented towards
students’ background knowledge. That is, exposure to learning opportunities that allow
second language learners to connect to their lived experiences, current social concerns,
and cultural traditions that identify them as Puerto Ricans. It would become an inverted
process: English language acculturation to Puerto Rico as opposed to what was intended
originally -a societal acculturation of Puerto Rican (Americanization process) (Torres
González, 2002, as cited in Muñoz, 2011).
Greatly influenced by Vygotsky's Sociocultural Theory and Ausubel's Meaningful
Learning Theory, Krashen’s (1989) language acquisition model known as the Input
Model attempts to explain the internal processes that take place in L2 acquisition. In his
Acquisition-Learning Hypothesis, Krashen (1989) makes a distinction between
subconscious learning and conscious learning. Krashen (1989) insists that we acquire the
language subconsciously as we engage in meaningful interaction without any particular
attention to rules. Learning, on the other hand, is a conscious effort with attention to
form. The importance of this distinction, according to Krashen (1989), is that
subconscious acquisition produces communicative competence, whereas conscious
learning of structures leads only to memorized rules which may not be accessible at the
29
moment of authentic communication. He further implies that if the goal of L2 instruction
is communicative competence, then the learning strategies employed should offer the
learner opportunities to come in contact with real language or authentic communication.
In terms of teaching English as a second language, Krashen’s (1989) Acquisition-learning
Hypothesis would support second language instruction in meaningful contexts which
hold among other things, socio-cultural pertinence to the second language learner.
Krashen’s (1989) Input Hypothesis, however is a central piece supporting the use
of meaningful and socio-cultural pertinent experiences to develop communication among
second language learners. According to Krashen (1989), we acquire language in only
one way, through comprehensible and meaningful input. His hypothesis makes it clear
that input for a second language learner must be comprehensible (understood by the
learner), natural (authentic and focused on meaning), relevant or interesting (pertaining to
the socio-cultural surroundings and engaging to the learner), and sufficient in quantity.
Taking this into consideration, Krashen’s hypothesis supports the use of teaching
strategies that provide for genuine and pertinent scenarios to the learner. Thus, teaching
strategies revolving on the social and cultural background of the learner are ideal for
second language instruction since they offer input that is natural, pertinent,
comprehensive, relevant, and interesting to the learner.
Yet it is Krashen’s (1989) Affective Filter Hypothesis which holds the key to
supporting the importance of socio-cultural pertinent learning experiences in second
language learning. In his hypothesis, Krashen (1989) states that a learner’s personality
traits may affect the acquisition process by forming an imaginary barrier which filters the
input to be received and processed. If the learner lacks motivation, has high anxiety
30
levels on learning a second language, is not confident about his/her ability to learn or
communicate in a second language, or is too conscious about making mistakes for fear of
being reprimanded or ridiculed, then his/her affective filter will be too high hindering the
input to be received and processed. If contrary to this, the language learner is highly
motivated to learn the language, is not made conscious of his/her mistakes, is self-
confident, and keeps his/her anxiety level to a minimum, his/her affective filter will be
low allowing input to be received and processed. Therefore, second language learners
should be exposed to meaningful leaning experiences that they can relate to and feel
comfortable with. Socio-culturally enriched experiences, for example, can provide the
motivation language learners needs to keep their affective filter low since the input will
be giving them a sense of identity and pertinence to their own cultural and social values.
Vygotsky’s (1986), Ausubel's (1963), and Krashen's (1989), theories suggest that
incorporating socio-cultural pertinence in the teaching of a second language is a valuable
teaching strategy, and therefore, has the potential to play an active role in improving
students’ communicative competence, and thus, their overall perceptions on learning a
second language. In addition, the theories establish the educational value of using
meaningful and comprehensible input for the development of a second language
necessary for effective communicative competence.
Factors Affecting English as a Second Language Learning
The influence of Puerto Rico's socio-cultural context is of central importance in
understanding the variables surrounding the prevailing attitudes towards the learning of
English as a second language on the Island. While achieving fluency in a second
language is a long process that entails cognitive, behavioral, affective, and socio-cultural
31
factors (Brown, 2007), a substantial number of researchers on second language learning
have focused their attention either on the social aspect of students' attitudes and
motivation toward learning a second language or on the cognitive aspect of the second
language learners' cultural background knowledge (Abu-Rabia, 1996; Ausubel, 1963;
Carrell, 1983; Clément, 1980; Gardner, 1959 & Lambert, 1972; Grabe, 2009; Krashen,
1982; López, 2010; Morales & Blau, 2009; Salahshuri, 201; Vygotsky,1978; Wong-
Fillmore, 1991).
Gardner and Lambert (1972) conducted empirical studies demonstrating the effect
of students' cultural background, language of texts, cultural content of didactic materials,
proficiency in first and second languages, and instrumental versus integrative motivation.
In particular, the results of Gardner's (1959) studies as cited in Abu-Rabia (1996) indicate
that:
The second- language learners' attitudes toward speakers of the target language
played an important role in the process of his or her second language acquisition.
Students with positive attitudes toward the target language speakers and their
culture (integrative motivation) were found to be more successful in learning a
second language than students whose attitudes were negative or ambivalent. (p.
590)
Furthermore, Gardner (1983), as cited in Abu-Rabia (1996), argues that:
Because language is an integral part of culture, the learning of a second language
is dependent upon the learner's willingness to identify with the culture of the
target language and to incorporate aspects of the target-language culture,
including linguistic repertoire, into his or her own behavior. (p. 590)
32
Gardner's and Lambert's (1972) studies on motivation in second language learning
suggest that integrative motivation, the will to integrate oneself into the culture of the
second language group and become involved in the social interchange of that group
(Brown, 2007), was indeed an important requirement for successfully learning a second
language, as opposed to instrumental motivation which described the learning of a second
language as a means to attain instrumental goals such as pursuing a career, managing
technology, or succeeding in school (Brown, 2007).
Despite the extensive studies demonstrating that motivation, particularly that
which is socially or culturally oriented (Gardner & MacIntyre, 1991), is key to learning, a
constructivist view of motivation, places even further emphasis on social context as well
as individual personal choices (Williams & Burden, 1997). According to Brown (2007):
Each person is motivated differently, and will therefore act on his or her
environment in ways that are unique. But these unique acts are always carried out
within a cultural and social milieu and cannot be completely separated from that
context. (p.161)
Although Puerto Rico is profoundly Hispanic in terms of both language and culture, its
people do understand the need to be proficient in English (DuBord, 2007; Maldonado,
2000; Mazak, 2008; Muñiz-Argüelles, n.d.; Navarro-Rivera, 1999; Nickels, 2005).
However, they do not fully value its need until they get a job that requires for them to
speak English proficiently, or their opportunities for desired future professional careers
are offered in the United States (Echeverría 2007, as cited in Morales & Blau, 2009).
Morales and Blau (2009) assert:
33
....People speak Spanish outside of the school, and English is learned in formal
education settings. The motivation to learn English is mainly instrumental (to
accomplish a goal) rather than integrative (to belong to a culture). Students report
that they learn English primarily to get jobs that pay well. Spanish is spoken at
home and in informal and social interactions. Spanish is the language of higher
proficiency. (p. 46)
Adding to the research, Pousada (2000) and Vélez (2000) in Morales and Blau (2009)
assert that in general, Puerto Rico's student population is Spanish-speaking and are very
loyal to their first language. Morales and Blau (2009) further add that surveys conducted
in the University of Puerto Rico's English Department reflected a general notion that:
Students have less confidence speaking English than using the other three
language skills (listening, reading, and writing), both upon entering the university
and at the end of their bachelor's degree. Research has repeatedly shown that
most students hold more or less positive attitudes toward the language, but with
stronger instrumental than integrative motivation (Irizarry-Vicenti, 2005; Lladó-
Torres, 1984; López, 2007, as cited in Morales & Blau, 2009, p. 46).
Yet, the link between language, culture, and identity are undeniable. “The vernacular
language is intimately related to a person’s sense of belonging. There is also a close
relationship between language policy and the future cultural, economic, and political
development of a nation, country, or geographical region” (Maldonado, 2000, p. 1).
However, according to Clément (1980), "This concept of integrativeness may be
tempered by the fear that involvement with the target- language group may result in
alienation from one's own group" (p. 590).
34
Many students in Puerto Rico come into the classroom fearful of speaking English
(McCroskey, Fayer, & Richmond, 1985; Morales & Blau, 2009), and this fear overtakes
their motivation. According to Morales and Blau (2009):
Fear, coupled with resistance to English, makes it especially challenging to build
community in ESL classes. Yet there is much more exposure to English in Puerto
Rico than in strictly EFL societies, and students do get input in English via music,
cable TV, and the Internet. However, often many students are unwilling to turn
this input to their academic advantage with regard to developing oral fluency,
despite their perceived need for it. (p. 48)
Yet, it is natural for all human beings to protect themselves against anything that
threatens their set of values and beliefs by which they have build their sense of identity,
ego, and even self-esteem (Brown, 2007). This notion also holds true for second
language learning. Ehrman (1996) and Guiora (1981) refer to this phenomenon as the
language ego, “or the very personal, egoistic nature of second language acquisition” (as
cited in Brown 2007, p. 147). Hence, second language learners will experience some
degrees of identity conflicts as they try to make meaning of a language that is not part of
their socio-cultural context. Beebe (1988) as cited in Brown (2007) described how fear
inhibits second language learning both in the classroom and in natural settings and related
this language apprehension to the individual’s sense of identity:
In the classroom, these ramifications [produced by fear], might include a bad
grade in the course, a fail on the exam, a reproach from the teacher, a smirk from
a classmate, punishment or embarrassment imposed by oneself. Outside of the
classroom, individuals learning a second language face other negative
35
consequences if they make mistakes. They fear looking ridiculous; they fear the
frustration coming from a listener’s blank look, showing that they have failed to
communicate; they fear that danger of not being able to take care of themselves;
they fear the alienation of not being able to communicate and thereby get close to
other human beings. Perhaps, worst of all, they fear a loss of identity (Beebe,
1988, as cited in Brown, 2007, p. 149).
Cook's (2006) investigation on the role of shame and anxiety in learning English as a
second language also accounts for learners’ fear as a contributing factor to the
apprehension of learning English as a second language, as is the case in Puerto Rico. His
investigation focused on the influence shame and other discrete emotions such as fear,
guilt, distress, anxiety, and surprise had on second language learning:
Shame over one's English language abilities was a prominent factor in the
experience of a majority of the interviewees. Avoiding English language
situations where shame might be experienced was common. In addition, shame
often inhibited full participation in ongoing situations where English was being
spoken. Other emotions, especially fear and anger, worked in conjunction with
shame to inhibit learning English. A shame-fear cycle was identified where fear
of shame turned out to be a major factor in English language avoidance behavior.
(p. xii)
Another major factor affecting second language learning within the socio-cultural context
of Puerto Rico involves the willingness of a learner to accept a second identity
contextualized within his/her own socio-cultural valorizations and understanding
(González, 2002). This complex and bidirectional process, known as acculturation, plays
36
a significant role when language is at stake as it involves the cultural transformation of
one culture as a result of its constant contact with another culture (Cúellar, Arnold, &
Maldonado, 1995). In Puerto Rico, "we live between two cultures: the Puerto Rican
culture and the American culture" (Maldonado & Blau, 2009, p. 46). We dance
merengue and salsa at quinceañeros and move to Justin Bieber and Beyonce at Welcome
Back parties; we watch Las noticias at 5 P.M. and American Idol at 8 P.M.; we eat in La
Fondita de Cayey on Sundays and during the week; we spend our money on Mc Donalds;
we go shopping at Plaza Las Americas and buy at Macys, JC Penny, and Marshalls. We
sing in both languages, watch TV in both languages, and shop in Puerto Rican and
American store chains. Yet, there is still a resistance towards being "Americanized."
When it comes to our language ego (Ehrman, 1996; Guiora, 1982), Puerto Rican's defend
the vernacular and show resistance to English, particularly within educational settings,
despite the continuous socio-cultural interactions of both languages on the Island.
According to Negrón de Montilla (1975) and Torres González (2002) in Muñoz
(2011), "The Americanization (acculturation process) of Puerto Ricans was the overtly
intent of earlier educational policies on the Island with regard to the teaching of English
in schools" (p. 23). In relation to this, Muñoz (2011) asserts that:
This overtly acculturation process turned into a covertly process for the second
part of the century generally hidden in all English literature that Puerto Rican
students were exposed to in their ESL scenarios. Since acculturation implies a
mutual influence in which elements of two cultures mingle and merge, and since
it has been hypothesized that in order for acculturation to occur, some relative
cultural equality has to exist between the giving and the receiving culture,
37
therefore, the Island's language policies should shift openly to overturn this
process. It would then be an inverted process: Instead of Puerto Rican becoming
Americanized, it would be the English literature becoming Puerto-Ricanized (23).
A research study conducted by Santiago (2008) on children's perception of the learning of
English as a second language in the colonial/postcolonial context of Puerto Rico revealed
that there is still a colonial/postcolonial mentality prevalent in Puerto Rico that is
"congruent with a mental ambivalence common among colonial subjects who are
simultaneously under the influence of two cultures" (p. iv). Participants in Santiago's
(2008) study confirmed that learning English may have many benefits and that the U.S.
remains a powerful influence on the Island, but most agreed that English should not be
imposed; rather English should remain a regular class that schools offer and is taken if
the learner wants to. Santiago (2008) adds that in light of her investigation, "Spanish
continues to be the language representing Puerto Rican cultural and national identity,
relegating English to its status as the 'other' language with nothing to do with Puerto
Ricanness- at least for those who live on the Island" (p.196).
Adult Learner's Perceptions on Second Language Learning
The historical and political contexts of language policies in Puerto Rico have
brought about mixed perceptions toward the learning of English on the Island (Nickels,
2005). Scholars may attribute the root of mixed feelings to the efforts the U.S.
government made during the first half of the twentieth century to impose the English
language as a way to "Americanize" the Puerto Rican people (Clampitt-Dunlap, 2000;
Torres-González, 2002). However, according to Nickels (2005), the attitudes of a society
38
may not necessarily reflect individual attitudes. Based on studies on attitudes in second
language learning, Vélez (1996) as cited in Nickels (2005) asserts that:
Puerto Ricans for the most part enthusiastically support the concept of individual
bilingualism. We admire people who speak more than one language, and we want
our children to master English as well as Spanish. But the concept of societal
bilingualism is certainly much more controversial. (p. 230)
Based on this notion, some Puerto Ricans may perceive English on the Island as "an
unpleasant reminder of [its] continued colonial status" (Schweers & Vélez, 1992, p. 14),
the cause for the deterioration of the vernacular, and the erosion of Puerto Rican's sense
of cultural identity (Nickels, 2005); while others may perceive English as an opportunity
for socioeconomic mobility, a tool for academic purposes, and a means to be part of a
pluralistic, multicultural, and multilingual world.
Thus, the socio-cultural experiences of each individual will dictate the way that
they perceive and understand their own reality (Brown, 2007; Hernández, 2009; Mazak,
2008; Vygotsky, 1986). According to Nickels (2005), "these different perspectives of
English send mixed signals to the individual who wishes to improve his prospects, but
who, at the same time, does not want to 'betray' his culture" (p. 230). Regarding the
perception of Puerto Rican students to second language learning on the Island, Schweers
and Vélez (1992), as cited in Nickels, (2005) describe it as a case of "damned if you do
(you're betraying your Hispanic heritage and giving in to the forces of Americanization
from the North) and damned if you don't (you're severely limiting your potential for
socioeconomic mobility)" (p.230).
39
As English becomes a global language, Puerto Rican perceptions toward the
learning of English are changing. According to Maldonado (2000):
English has become the lingua franca of a world of constant communication
among countries that are financially and economically interrelated and dependent
upon one another, English has become the language of business all over the
world, the language used to solve problems together and even to enjoy leisure
activities. (p. 489)
In a research study conducted by Domínguez (2012) titled, Language and identity: The
study of a possible ongoing change in attitudes towards American English and Puerto
Rican Spanish in Puerto Rico, the author reveals that while the learning of English as a
second language had been traditionally seen as a "threat, "English is now perceived as a
global language that opens doors to increased employment opportunity and
communication with others worldwide" (p. vii). Domínguez (2012) adds:
The immense majority of the students (82%) [out of 122 participants in her pilot
study], feel that you can still say you are Puerto Rican even if you do not speak
Puerto Rican Spanish. The expectation had been that the majority would go in the
opposite direction, and so this was a revelation. These students are not just
focusing on one aspect of identity, but are widening the circle to include those
who may be part of the diaspora. They appear to be open-minded about the
changeability of the world and the permeability of boundaries related to language.
Other aspects of culture may be acquiring more importance in relation to identity,
and there is apparently room in their lives for more than one language. Since the
majority of the members of the Puerto Rican diaspora use AE [American English]
40
on a daily basis, this might also be influencing attitudes towards the
language on the Island, as i[I]slanders see how stateside Puerto Ricans use AE
to their advantage and are not culturally deprived as a result. (p.12)
Lladó- Torres' (1984) research study, Puerto Rican attitudes toward English as a second
language, had also revealed similar results. She administered a language attitudes
questionnaire to 184 high school high school students from different urban and rural
regions of the Island. The participants in Lladó-Torres' study reflected a positive attitude
towards learning English based primarily on instrumental motivations.
Furthermore, Rodríguez's (2000) research study, In search of new insights: A
study of first year college students' beliefs about the English language, their learning
experience and the pragmatic purposes assigned by them to the language, also found a
change in Puerto Ricans' perspectives on learning English as a second language on the
Island. Her study revealed a positive attitude among first year university students,
towards the learning of English as a second language for pragmatic purposes and no
significant conflicts between the roles of English and Spanish.
It is important to note that past studies have revealed a disconnect between Puerto
Ricans and the learning of English as second language. The lingering sentiments of
political innuendos linked to the imposition of the language by U.S. officials after the
Spanish-American War left a bittersweet resentment to those upcoming generations who
felt the need to defend the vernacular as a marker of their cultural identity. However,
research studies conducted after the 1960s seem to reveal a gradual shift in language
learning perspectives on the Island (Maldonado, 2000). The emphasis now, according to
41
Maldonado (2000), is "on strengthening and reinforcing the teaching of English on the
i[I]sland with the goal of achieving a fully bilingual Puerto Rico" (p. 490).
Conclusion
From a historical perspective, the imposition of English on the Island after the
Spanish- American War in 1898 was an attempt to acculturate the Puerto Ricans to the
American ways. Yet, this language “tug-of-war” between Spanish as the vernacular and
English as the imposed second language has never ceased to exist on the Island. From a
theoretical perspective, educators must consider socio-linguistic components of second
language learning and the strong links these add to the individuals' perception of cultural
identity. Factors such as fear, teacher attitudes, and lack of motivation may result in
second language apprehension and resistance; whereas, learning experiences that are
pertinent to a learner contribute to his/her understanding and acceptance of a second
language learning environment. From a socio-cultural perspective, language and culture
are intrinsically bound together. It is the socio-cultural context by which a second
language learner can come to a personal understanding that being bilingual can be a part
of their cultural heritage.
42
CHAPTER III
METHOD
The purpose of this chapter is to present the justification and description of the
research design used in this investigation, define the population and the sample selection,
and present the description of the procedures that were used for the collection and
analysis of the data.
This study examined the factors that influenced language learners’ apprehension
or acceptance of a second language as a means to understand the phenomenon of learning
English within the socio-cultural experiences in Puerto Rico. Because this investigation
aimed at investigating and describing in-depth the perceptions of adult second language
learners, it was qualitative in nature.
In addition, the study aimed to contribute to the field of curriculum in Education.
Although there has been an increase in research studies on curriculum development, few
have focused on the effective selection of authentic and socio-cultural pertinent resources
for learners of English as a second language in Puerto Rico. This research study intended
to initiate a genuine reevaluation of the curricula in public schools in Puerto Rico
regarding second language teaching and learning.
As stated, this investigation attempted to explore, understand, and describe in-
depth the perceptions of adult second language learners who were exposed to the learning
of English as second language during their schooling years in Puerto Rico's Public School
System.
43
Design
The method for carrying out this investigation was qualitative in nature. The
researcher sought to investigate in-depth the factors that influenced adults’ perception of
learning English as a second language within Puerto Rico's socio-cultural context.
According to Creswell (2009), "In qualitative research, the intent is to explore the
complex set of factors surrounding the central phenomenon and present the varied
perspectives or meaning that participants hold" (p. 129). To do so, the study was
exploratory in nature and aimed to describe, analyze, and interpret holistically the
phenomenon under question. In this regard, the study focused on describing and
understanding the meaning adults had given to learning English as a second language in
Puerto Rico based on their socio-cultural experiences in the Public Educational System of
the Island.
Because the foundation of the study was descriptive and exploratory, the
researcher utilized a variety of strategies to collect and triangulate the data for an
extended period of time by means of interviews, revision of Puerto Rico's Department of
Education (DE) English Program Curriculum Framework (2003), revision of Puerto
Rico's Department of Education Circular Letters No. 8-2013-2014 (2013) and No.14-
2013-2014 (2013), and reflexive journals. In order to deeply understand the perceptions
of the participants, the researcher served as the primary instrument for data collection and
analysis. There was flexibility in the selection of the participants based on the
availability and willingness to participate in the study. Consideration was also given to a
purposeful selection of participants; that is, adults who provided much information about
the experience of learning English as a second language in Puerto Rico’s public schools.
44
The study was not conducted as a means to find a solution to the problem of learning
English as a second language in Puerto Rico; rather, it sought to understand in-depth the
perceptions of the participants in learning English as a second language within the socio-
cultural context of Puerto Rico. In doing so, the researcher followed an inductive
process, aiming at building concepts, categories, and patterns from the data collected and
analyzed.
The study attempted to investigate the perspective of adults who had experienced
the challenges of learning English as a second language in Puerto Rico’s public schools.
As a result, the researcher carried out the investigation following all the procedures
pertinent to a qualitative investigation. As the researcher's interest was in developing an
in-depth analysis of how particular subjects perceived the learning of English as a second
language as a product of their socio-cultural experiences in Puerto Rico, the qualitative
approach involving Case Study research was applied to this study.
The design proposed for this investigation was a case study. The researcher
engaged in an inquiry process where in-depth descriptions, saturation of data, and careful
inductive analysis of the perceptions of English second language learners in Puerto Rico
were examined intensively and profoundly. According to Creswell (1998), DeVaus
(2001), Lucca and Berrios (2002), and Stake (2000), case studies seek to find complex
and complete explanations concerning the phenomenon under study. Likewise, this case
study allowed for the researcher to collect data primarily from the participants themselves
in order to understand holistically the phenomenon of learning English in Puerto Rico
from the perspective of adults who were exposed to English instruction during their years
of schooling in public schools on the Island. Using a case study allowed the researcher to
45
understand a phenomenon that was authentic, varied, and ample (Burns, 2000; Creswell,
1998; DeVaus, 2001; Lucca & Berrios, 2002; Stake, 2000). The Case Study model was
also chosen because, according to Stake (1995), as cited in Santiago (2008):
It [Case Study] is highly personal research wherein the participants can be studied
in depth....We take a particular case and come to know it, not primarily as to how
it is different from others but what it is, what it does. There is an emphasis on
uniqueness and that implies knowledge of others that the case is different from,
but the first emphasis is on the cases itself. (p. 8)
Because the focus in the Case Study method is in understanding the case itself (Stake,
2009), the researcher had the possibility of modifying the research design and research
questions, as new issues emerged along the progression of the study. As in most
qualitative approaches, Case Study design is a very flexible methodology that allows for
changes as they become necessary throughout the process (Bassey, 2009; Carey, 2009;
Given, 2008; Mills, Eurepos, & Wiebe, 2010; Rubin & Rubin, 1995; Stake, 2010). It also
encourages researchers to include their own personal perspectives into the interpretation
(Bassey, 1999; Carey, 2009; Creswell, 2009; Stake, 1995/2010). This particularity of
Case Study design was of benefit to this research study, as the researcher was able to
discuss participants' perceptions on the learning of English as a second language in
Puerto Rico while simultaneously reflecting on her role as an English/ESL educator in
Puerto Rico.
Participants
The participants for this investigation were non-native adult English speakers who
completed their twelfth grade in a public school in Puerto Rico and who had been
46
residents on the Island all of their lives. This was of utmost importance for this research
study since Puerto Ricans who had lived in the States may have been exposed to a
different social-cultural context which in turn, may have affected their perceptions about
English language learning on the Island. In addition, participants for this case study were
selected based on the convenience and purpose of the study; that is, those participants
that had substantial information to give the researcher based on their socio-cultural
experiences in learning English as a second language in Puerto Rico’s Public School
System. Participants were also selected based on their willingness to partake in the study.
Questions to select the convenience sampling (See Appendix G) were used for the
purpose of identifying interviewees that met the aforementioned characteristics; that is,
were non-native English speakers, had studied English in a public school in Puerto Rico
up to their twelfth grade completion, had resided on the Island all of their lives, were of
legal age, had the disposition and willingness to participate in a series of audio taped
interviews that were conducted by the researcher, had the disposition and willingness to
respond to a series of reflexive journals (See Appendix J), and held no direct or indirect
relation to the principal investigator.
To guarantee diversity, reliability, and validity in the sample selection, a flyer
(See Appendix K) inviting individuals interested in participating in the research study
was posted in one major post-secondary campus in the east of Puerto Rico. The final
selection of three interviewees was done by convenience sampling after participants
agreed to answer a series of questions to determine if they met the requirements set forth
by the nature of the study. The selection of three interviewees also responded to the
particularities of qualitative investigations which allowed for a small sample. The
47
selection of a small, convenient sample for the purpose of this investigation was based on
the enriching, significant, valuable, and profound information that was obtained from the
selected participants regarding their perceptions (attitudes, beliefs and experiences) of
learning English on the Island. According to Creswell (2012), in convenience sampling:
The researcher selects participants because they are willing and available to be
studied. In this case, the researcher cannot say with confidence that the
individuals are representative of the population. However, the sample can
provide useful information for answering questions. (p. 145)
All selected participants were females. Each represented a different age group ranging
from twenty-one through more than thirty -six years of age.
Data Collection
For this case study, data was collected using interviews, revision of Puerto Rico's
Department of Education (DE) English Program Curriculum Framework (2003), revision
of Puerto Rico's Department of Education Circular Letters No. 8-2013-2014 (2013) and
No.14-2013-2014 (2013), and reflexive journals. Data was collected for a period of six
weeks. The researcher met once a week for three weeks with each participant for the
interviews and reflexive journals processes and had an additional three weeks to
transcribe interviews ad verbatim, revise the documents from the Department of
Education previously mentioned, categorize, and analyze the collected data. For the
interview process, the principal investigator's intention was to conduct the interviews in
English and receive the participants' responses in English. However, the principal
investigator had a copy of the interview guide questions translated in Spanish (See
Appendix I) for those participants who requested the interview to be conducted in
48
Spanish. Furthermore, interviews were conducted using semi-structured, open-ended
guide questions (See Appendix I) and followed Seidman's Phenomenological
Interviewing Model (Seidman, 1991).
Phenomenological interviewing is a method that combines life history and
focused in-depth interviews (Seidman, 1991). Seidman’s (1991) approach uses primarily
open-ended questions to build upon and explore the participant’s past and present
experience (Rubin & Rubin, 1995). According to Hoppey (2006), "When participants
describe and share details of their lives, they are choosing critical life events from their
experience and giving meaning to them" (p. 52). Thus, the goal of Seidman’s (1991)
interview process is to have a participant reconstruct his or her experience. Since
people’s behavior becomes meaningful only when placed in context, this set of
interviews was designed to capture the participant’s experience and place it in context.
Seidman (1991) outlined three phases in phenomenological interviewing process
which were used in this study. During the first phase of the interview, the task was to put
the participants' experiences in context by asking them to describe as much as possible
about their past experiences learning English as a second language within the socio-
cultural context of Puerto Rico (Rubin & Rubin, 1995). In particular, questions
addressed the participants' background, educational experiences, basic beliefs, and
attitudes on learning English in Puerto Rico. The second phase of the semi-structured
interview served the purpose of identifying and sharing key stories or events that
conveyed important cultural norms, values, and understandings from the adult English as
a second language learners' perspectives (Rubin & Rubin, 1995). This phase of the
interview focused on the participants' present experiences. The third phase of the
49
interview encouraged reflection on the meaning socio-cultural experiences of learning
English as a second language in Puerto Rico held for the participants. This third phase of
the interview encouraged “the intellectual and emotional connections between the
participant’s work and life” (Seidman, 1991, p. 12) by requiring the participants to look
inward and make sense of how socio-cultural factors interacted over time to bring them to
their present and future perceptions about learning English as a second language on the
Island. As Seidman (1991) states:
The combination of exploring the past to clarify the events that led participants to
where they are now, and describing the concrete details of their present
experience, establishes conditions for reflecting upon what they are now doing in
their lives and where are they headed to. (p. 12)
Given the importance of capturing the essence of the participants' responses, all
interviews were audio taped and transcribed ad verbatim as soon as it was possible after
each interview. Triangulation of the data by means of interviews, revision of Puerto
Rico's Department of Education (DE) English Program Curriculum Framework (2003),
revision of Puerto Rico's Department of Education Circular Letters No. 8-2013-2014
(2013) and No.14-2013-2014 (2013), and reflexive journals were adopted as a means to
ensure trustworthiness and understanding of the findings.
Validity and Reliability
To ensure validity and reliability of the study, ad verbatim transcriptions of
interviews were conducted and corroborated with the participants. According to Silver
and Patashnick (2011):
50
The act of transcribing, specifically the verbatim version of what is said, is in
itself partly analytic; making us more conscious of what is going on, either in the
interview or in a videotaped situation. This heightened consciousness of content
and context will deepen our understanding of data. In this sense, verbatim
transcription may be seen as a first stage of analysis. (p.21)
Lucca and Berrios (2002) and Stake (2005) add that the increased accuracy of ad
verbatim transcriptions enhances the quality of analysis because the increased reflection
by the researcher when transcribing the data ad verbatim allows for the immersion in the
data and makes for a more complete and richer analysis. Thus, data collected by means
of interviews were done until saturation of information was complete, and ad verbatim
transcriptions were made, corroborated with the participants, and analyzed.
In addition, the researcher guaranteed validity and reliability of the interview
instrument by conducting a pilot interview with volunteers that shared the same
characteristics as the participants. That is, adults that had studied English as a second
language in a public school in Puerto Rico, had completed their twelfth grade of
schooling, had resided on the Island all of their lives, had the disposition and willingness
to participate in a series of audio taped interviews that were conducted by the researcher,
had the disposition and willingness to respond to a series of reflexive journals, and held
no direct or indirect relation to the principal investigator. The pilot study served several
purposes: it aided the researcher in developing competencies in interviewing, aided the
researcher in refining and validating the interview guide questions and reflexive journal
questions, and strengthened the researcher's competencies in communication. The pilot
study was also conducted under the same conditions and environments described in the
51
procedures. Furthermore, the questions to select the convenience sampling, the semi-
structured interview guide questions, and the reflexive journal questions were peer
reviewed by a collaboration of experts in the field of educational research and were
revised by the members that constituted the researcher's dissertation committee.
Collaboration request letters (See Appendix C, D, & E) were made to ensure the experts'
commitment in collaborating in the revision of the primary data collecting instrument and
the questions used for the selection of the convenience sampling.
Procedures
After having received HIPPA Law, RCR, and IRB Certification (See Appendix
A), approval from the Unversidad del Turabo Institutional Review Board (IRB) (See
Appendix B), and authorization from administrative officials allowing the use of intended
facilities for recruitment (See Appendix L), the researcher proceeded with the research
investigation.
First, the researcher posted flyers in the main campus of a post-secondary
educational institution inviting individuals who were interested in participating in the
study. This was done to avoid discrimination against any participant. During time and
place of recruitment, students, employees, and/or visitors at intended location who
contacted the researcher were given an Informational letter (See Appendix F) explaining
the purpose and nature of the study and were asked to answer a series of questions aimed
at identifying participants that met the criteria for this research investigation and were
willing to cooperate with the study. Any interested participant who knew the researcher,
was known by the researcher or held any direct or indirect relation with the researcher
was informed of his or her ineligibility to participate in this study.
52
Once the researcher had obtained a minimum of fifty filled out question sheets,
she proceeded to select three participants by convenience sampling who met the
following criteria: were non-native English speakers, had studied English in a public
school in Puerto Rico up to their twelfth grade completion, had resided on the Island all
of their lives, were of legal age, had the disposition and willingness to participate in a
series of audio taped interviews conducted by the researcher, had the disposition and
willingness to respond to a series of reflexive journals, and held no direct or indirect
relation with the researcher. Once the researcher identified and contacted the participants
for the interviews, she immediately proceeded to discard the question sheets through the
use of a paper shredder.
The researcher then coordinated with a post secondary institution, easily
accessible to both participant and researcher, to reserve a conference room to carry out
the interviews. A support letter requesting permission to use the facility was delivered in
due time to make proper date and time reservations (See Appendix M). The interviews
were conducted and audio taped in an air-conditioned conference room that also provided
for a safe, comfortable, and quiet environment where the interviewees engaged in their
reflexive journal writing. Scheduling of each interview was done at the expense of the
participant's convenience and the room and equipment's availability. To provide a
comfortable and relaxed atmosphere, the researcher ensured that the audio tape
equipment was placed strategically, without interfering with the quality needed for ad
verbatim transcriptions. A small table was placed with snacks and refreshments for
consumption after the sessions. The researcher sat facing the participant.
53
Interviews were conducted in three separate sessions; each session had a duration
of 60 minutes or less. If the interviewee began to show signs of restlessness, the
researcher ended the session and rescheduled at the participant's convenience. Prior to
the beginning of each interview, the researcher read the informed consent (See Appendix
H) to the participant, asked for any clarification, and waited for his/her signed approval to
participate. The researcher then proceed to conduct the interview, using a casual, non-
intimidating, and non- threatening tone of voice and volume.
After each interview phase, the researcher proceeded to give the participant time
to reflect on a given guide question. The researcher provided the participant with the
reflexive journal sheet where the participant wrote his/her reflection and returned it to the
researcher when finished. Reflexive journal entries were designed to provide participants
with a final opportunity to voice their attitudes and feelings toward the questions that they
were being asked.
Immediately following each session, the researcher proceeded to make ad
verbatim transcriptions of the audio taped interview. Each Participant had the right to
review the audio recordings and request that all or any portion of the audio recordings be
eliminated. Following the ad verbatim transcriptions, the audio file(s) were immediately
erased and disposed of by means of a paper/CD shredder. After the researcher had
collected and transcribed ad verbatim the interviews, she categorized and analyzed all the
data obtained from the interviewees. The researcher then proceeded to triangulate the
data by revising Puerto Rico's Department of Education (DE) English Program
Curriculum Framework (2003), revising Puerto Rico's Department of Education Circular
Letters No. 8-2013-2014 (2013) and No.14-2013-2014 (2013), and analyzing reflexive
54
journal entries. To protect participants' identity at all times, the researcher referred to the
participants utilizing the following code: Participant A, Participant B, and Participant C.
The researcher then wrote her findings and proceeded to answer each of the five research
questions that guided this investigation. The researcher concluded the research study and
provided implications, recommendations for future research, and her final thoughts.
Data Analysis
For this case study, data collected from the interviews and the reflexive journals
were coded, categorized, and analyzed (See Appendix N). Puerto Rico's Department of
Education (DE) English Program Curriculum Framework (2003), Puerto Rico's
Department of Education Circular Letters No. 8-2013-2014 (2013) and No.14-2013-2014
(2013) were revised to triangulate the data. Capital Letters in alphabetical order were
used to refer to the participants and the collected data. Thus, the following codification
was used in this study: Participant A, Participant B, and Participant C. Transcriptions of
the interviews were conducted, coded, and structured as a means to identify categories
and establish themes or patterns (Burns, 2000; Lucca & Berríos, 2009; Stake, 1995).
Empirical based themes or patterns were used to describe the general characteristics and
relations of phenomenon in question.
The data were analyzed in a qualitative descriptive manner, with a focus on
linking participants' responses of their socio-cultural experiences to the phenomenon of
learning English in the Puerto Rico Public School System. Data analysis was conducted
using Harry F. Wolcott’s Model (1994). First, utilizing Wolcott’s Model (1994) provided
the structure for describing in-depth what was happening with the teaching-learning
process of English as a second language in Puerto Rico’s Public School System. Second,
55
Wolcott's Model (1994) provided the structure for analyzing what factors contributed to
the low proficiency levels in English after twelve years of public school instruction.
Third, the Model provided the structure for interpreting the significance of the research
findings in an attempt to understand how adult second language learners' perceived
learning English as a second language within the socio-cultural context of Puerto Rico.
The descriptive analysis was used as the basis for the implications and
recommendations that were set forth by this study. The final study was shared with the
participants as means to make them aware of the findings that came about as a direct
result of their cooperation and the contributions they have made to education in better
understanding the second language phenomenon on the Island.
Ethical Considerations
The researcher upheld to the regulations stipulated by the IRB, RCB and the
HIPPA Law in order to guarantee the well-being, safety, and privacy of the participants.
Any interested subject that knew the researcher, was known by the researcher, or held
any direct or indirect relation to the researcher was ineligible to participate in this study.
The researcher kept anonymity of the participants by assigning each a capital letter in
alphabetical order (Participant A, Participant B, and Participant C) and respected their
right to privacy of any information they had provided and/or were no longer willing to
divulge.
A full explanation of the purpose and processes of the investigation was discussed
with the participants and informed consents were collected. Under no circumstances,
were collected data discussed to third parties. Ad verbatim transcriptions, reflexive
journals, and informed consents were stored separately and will be kept under key in a
56
safe and private storage cabinet property of the principal investigator for a period of five
years. After five years upon the completion of this study, the principal investigator will
dispose of all collected data through the use of a paper shredder.
Question sheets to select convenience sampling were discarded by means of a
paper shredder immediately following the ineligibility or eligibility and contact of the
participants. Audio recordings were erased and discarded by means of a paper/CD
shredder immediately following the ad verbatim transcriptions. If at any moment the
participant did not wish to continue, respect of his/her decision was granted and any
information that had already been provided was disposed of immediately through a paper
shredder. The principal investigator was the sole custodian of all the collected data and
documents.
Meetings with participants took place in specific designated areas that were safe
to ensure participants ease and commodity. Only the principal investigator had access to
the raw data that directly or indirectly identified a participant, including informed
consents. Officials from the Universidad del Turabo IRB Review Board and/or Federal
agencies responsible for the Protection of Human Subjects could require the principal
investigator to submit the collected data for review. All other ethical considerations for
this research investigation were in accordance to the Universidad del Turabo Ethical
Code for Human Research Investigations, IRB certifications and ethical code regulations,
and Universidad del Tuabo Graduate Program of Doctoral Studies Ethical Code for
research investigations.
57
Risks
There were certain minimal risks or discomforts that the participants experienced
during the research study. These included tiredness, irritability, hunger, thirst, cold,
headaches, among others commonly encountered in daily lives activities. Nevertheless,
when the participant was not in full disposition to continue, the researcher immediately
proceeded to stop the interview and rescheduled at another agreed upon time and date.
The researcher provided snacks and beverages and asked maintenance to keep a
comfortable room temperature which minimized or eliminated any discomfort to the
participant during the interview process.
Benefits
The researcher does not know of any way the participants benefited directly from
this research study. However, this research allowed the participants to understand the
opinions, attitudes, and experiences of adult second language learners regarding the
learning of English as a second language within the socio-cultural context of Puerto Rico.
In addition, the findings of this study are aimed at English educators and school leaders to
reevaluate English curricular guides, examine new strategies for the teaching of English
as second language in Puerto Rico, and prioritize teacher training for the ESL learner in
Puerto Rico, among others.
Conclusion
This qualitative research investigation attempted to understand adult second
language perceptions on learning English as a second language as a product of their
social-cultural experiences in Puerto Rico. Utilizing the case study as a design,
participants were selected at convenience. The researcher was the primary source for
58
collecting and analyzing the data inductively and document a rich, in-depth, and profound
understanding of the phenomenon of learning English as a second language within Puerto
Rico's socio-cultural context
59
CHAPTER IV
FINDINGS
The purpose of this study was to explore and describe in-depth English as a
second language adult learners' perceptions about language learning as a product of their
socio-cultural experiences in Puerto Rico in an attempt to better understand why students
from Puerto Rico's Public School System reflect poor mastery of English after
completing the twelfth grade of English instruction on the Island. To do so, the
researcher conducted in-depth, three part interviews with three participants chosen by
convenience sampling who were willing to share their personal and educational
experiences regarding the learning of English in Puerto Rico within the Island's socio-
cultural context.
In addition to interviews, the researcher analyzed data gathered by participants'
reflexive journals and revised English curricular guides from Puerto Rico's Department of
Education with the intent to describe and better understand which socio-cultural factors
contribute to adults' perceptions on learning English as second language on the Island,
what role socio-cultural experiences play on the attitude of learning English as a second
language in Puerto Rico, how English as a second language learners' socio-cultural
experiences significantly impact their perceptions regarding the learning of English as a
second language on the Island, and how adult second language learners perceive the
future of English instruction in Puerto Rico's Public School System. The researcher
utilized a qualitative method, descriptive in manner to report the findings.
Thus, the following chapter provides a summary of the researcher's findings based
on the raw data collected by means of interviews, reflexive journals, and revision of DE's
60
English curricular guides. The researcher did not emit interpretative judgments on the
raw data. Only pure descriptions and quotations were used to report the findings of this
investigation. This form of descriptive narrative is consistent with the nature of
qualitative inquiry. Patton (1990) asserts that, "The purpose of the description is to take
the reader into the setting. The data do not include judgments about whether what
occurred was good or bad, appropriate or inappropriate, or any other interpretative
judgments" (p. 31). Furthermore, the responses to the interview questions and the
reflexive journals were presented literally according to how each participant expressed
his or her answer. However, when necessary, the researcher summarized interview
responses only to avoid unnecessary repetition.
During the interview process, all the participants were asked questions that sought
to provide a comprehensive understanding of their perception on learning English in
Puerto Rico within the socio-cultural experiences each participant encountered at home,
at school, at college, and at work. In addition, participants were asked how they
perceived their own communicative competence in English as a second language as a
result of their personal socio-cultural experiences and how learning English had or had
not contributed to their past, present, and future personal gains.
Perceptions of Adult Language Learners on Learning ESL in Puerto Rico
Participant A grew up in a rural, eastern town area of Puerto Rico with her parents
and older brother. She studied in the public school system during her twelve years of
schooling and during her post-secondary studies. Although Spanish is her first language,
she demonstrated high communicative competence in English and emitted all of her
responses in English. She described that her interest in the English language was
61
something she had since a very young age and attributed her proficiency level and
attitude towards the language to the positive outlook she had on seeing the English
language as something interesting and worth learning. She remarked:
I used to love [stressing the word love] my English teachers. That was always my
favorite class. I don't know. It was just something about the language that I
enjoyed so much. It was so interesting to me to be able to speak in a different
language other than the one I always heard or talked to with everybody. It was
just something in me. I loved English. Because I liked it so much, I was always
eager to learn more and more, and um, I don't know, maybe it was in my blood.
My grandmother was an English teacher.
Participant B also grew up in a rural, eastern town area of Puerto Rico with her mother.
Her father passed away when she was only three years old, leaving her mother alone to
take care of her. She studied at the Public School System during her twelve years of
schooling and during her post-secondary studies, but stated that she did not acquire
competency skills in English as a second language well enough to feel comfortable in
emitting her responses in English during the interview; she spoke in Spanish (See
Appendix O). However, she did ask the researcher to conduct the interview questions in
English and wanted the researcher to know that she understood everything spoken to her
in English.
Participant B remembered her experiences learning English as a second language
as frustrating. She attributed her frustrations to the lack of exposure she had at home and
the lack of commitment from her teachers at school. Her interest in learning English was
only to pass the class.
62
She stated:
En mi casa no se hablaba inglés. Mi mamá no habla inglés . No sabe nada de
inglés. Eh, su educación fue hasta un tercer grado porque como ella era la
hermana mayor y su mamá fallece, pues ella se tiene que encargar de sus
hermanos. Así que a ella la remueven de la escuela. De sus hermanas, la más
que tuvo, tuvo un cuarto año. Así que el aprender inglés fue bien frustrante para
mí porque no tenía mucha exposición al idioma y de lo poquito que me daban en
la escuela porque en casa nada que ver, pues no era suficiente para yo
aprenderlo. Tampoco tenía maestras comprometidas a que aprendiéramos el
inglés más bien estaban ahí para dar una clase como pudieran y con los pocos
materiales que proveía el Departamento. No fue fácil. Era bien frustrante, pues
por las razones que ya mencione. Pero siempre lograba pasar la clase que era lo
que a mí me interesaba. Para mí lo importante era la A. Pero para mí también el
inglés era otra clase más. Yo me embotellaba las cosas, hacia todos mis trabajos
y ya.
It was not until Participant B graduated from secondary school and started college that
she realized the importance of learning English. During her schooling years at the Public
School System, Participant B was not interested in learning English as a second
Language because she could not see, at the time, how knowing a second language could
benefit her in any way. She commented:
Para mí el inglés era una clase, era una nota más y yo lo que quería era tener
todas A y graduarme con altos honores y tener las becas y toda la cosa, pues eso
era lo que importaba. Pero tener ese compromiso del beneficio a largo plazo que
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eso representaba para mi, no. No fue hasta, te digo, hasta que llegue a la
universidad que me encontré con un millón de obstáculos. Ahí fue que me vine a
dar cuenta de lo importante y lo necesario que era el inglés . En ese momento…
ahí fue que yo me di cuenta lo importante que era. Pero antes de ahí, no lo era.
On the other hand, Participant C grew up in a rural central town area of Puerto Rico with
her parents and older sister. Like all other Participants, Participant C studied her
elementary, intermediate, and secondary school years in the Puerto Rico’s Public School
System but stated that she did not acquire competency skills in English as a second
language well enough to emit her responses in English or even understand the questions
had the researcher conducted the interview in English. She felt comfortable only
speaking in Spanish (See Appendix O). Participant C described herself as knowing
limited English and understanding it mostly in written form.
Yo lo entiendo y lo puedo escribir pero todavía el hablarlo...no es que no lo hago,
pero sí se me dificulta, como no lo práctico, pues no puedo decir, pues mira sí,
tengo un inglés fluido. Wow, que bello. Si digo eso, miento.
Participant C's perception about learning English in Puerto Rico was not positive. She
recalled having learned very limited English skills during her schooling years and
attributed her limited proficiency to her lack of interest in learning it. She stated: Mis
experiencias aprendiendo inglés no fueron muy buenas. Aprendí algo, pero no mucho,
verdad, pero más bien porque no me interesaba.
Contrary to Participant B and Participant C, Participant A's perception on learning
English in Puerto Rico's public school system was positive at all levels. She compared
64
her knowledge of English to that of others around her and believed that her experiences
in the public school were as good or even better than some of her friends.
It think my experience learning English in Puerto Rico was excellent. I think it
was far better than any other experiences that I have heard about. And for
example, other friends that did not go with me to the same schools, we did not go
to school together, that they were in other schools or maybe even in private
schools, I think I had a really good education in English. For me, English came
naturally. It was easy. I loved it.
Participant B's perception was that neither she nor her friends thought about the
importance of learning English because they were not thinking about second language
learning being part of their long-term goals. Participant B recalled living the now and the
present without worrying about the consequences not learning English could have on her
future. Her following statement reflected this perception:
La mayoría de mis amistades estaban como yo en cuanto al inglés. Nos
ayudábamos para pasar la clase, hacíamos los trabajos, pero fuera de eso, en
realidad no hacíamos nada más en donde tuviéramos que usar el inglés. Sí,
podíamos escuchar música en inglés, una que otra canción, pero en realidad
nadie le daba la importancia…es que en realidad, como que nosotros no
pensábamos en eso en ese momento. No te puedo decir que no nos importaba
aprender inglés, sino que mis amistades al igual que yo no estábamos pensando
en las consecuencias a largo plazo. Vivíamos el ahora, el presente.
Participant C described that she was not interested in learning English, but that she did
what she could to pass the class. She described not feeling motivated to learn the English
65
language because everyone around her spoke Spanish. Participant C’s perception was
that in school some of her classmates showed an interest in learning English while others
did not. She described herself as being one of the students who was not interested in
learning the second language. Her perception was based on need. She stated that all her
communication was in Spanish, and therefore, English was not needed.
Por lo menos en el grupo de amistades mías, siempre hablábamos español.
En mi experiencia en la secundaria, nunca consideré [el inglés] o lo
consideramos algo necesario. Las conversaciones entre mis amistades y
compañeros de clases eran siempre en español. Algunos si, pues, le gustaba [el
inglés] y eran más atentos. Hubo otros, como yo, que realmente, pues, hacían lo
necesario para pasar la clase y los otros, pues, hacían mayor esfuerzo. Pero, eso
dependía de cada uno. En ese grupo que ponía más esfuerzo no estaba yo.
Porque realmente no tenía interés; no me motivaba. No sé. No tenía interés.
Como te dije anteriormente, en mi grupo de amistades no hablábamos inglés, así
que no le veíamos la importancia de aprenderlo en ese momento. Tampoco
recuerdo a nadie estar pensando en cómo lo íbamos a necesitar en la
universidad. Para mí el coger la clase de inglés y pasarla era lo importante.
Unlike Participant B and Participant C who did not think about the need of learning
English for their future, for Participant A, English was a key component to her future
goals. After graduating from high school, Participant A continued to pursue her post
secondary studies at a public university in Puerto Rico. Her perception on learning
English as a second language was positively influenced by the solid English foundation
she felt she had obtained during her formative years at the Public School System in
66
Puerto Rico. She noted the importance of having learned English to pursue a college
degree. She stated:
To me it was very important. It was everything because I wanted to become an
English teacher. My books were in English, and I took many courses that
required for me to read, write and express myself in English. I don't think I would
have been able to become a good English teacher if I didn't have the base I was
given during my education at the public schools I attended.
Having entered college, Participant C perceived the need for English. Her perception
was that English was needed for college in order to understand the textbooks and some of
the Departmentalized tests that were used to assess students. Participant C perceived that
not knowing English for academic purposes could limit a student’s career choice. Her
perception was noted in the following comment:
Para la universidad yo si necesitaba saber desenvolverme en inglés . Los libros,
la gran mayoría eran en inglés, había que saber lo que decía, verdad, el
vocabulario, cuando uno tiene que buscar el vocabulario, uno tiene que irse con
un diccionario, muchas veces interpretar lo que se está diciendo. Algunos
exámenes, sobre todo los Departamentales eran en inglés; otros en español. Pero
sí, también había que escribir, había que desenvolverse, y eso, pues, claro influye
porque si tú no tienes conocimiento, obviamente te vas a limitar en cuanto a lo
que puedes lograr en tus clases, y a la larga eso puede afectar a no continuar con
la carrera que tenías en mente.
Participant A's love for the English language and her positive attitude to learn it, allowed
her to perceive English as an important factor to obtain her college degree. Again, she
67
attributed part of her success during her post secondary education as having to do not
only with the solid English foundation in reading, writing, and oral communication she
had obtained during her schooling years, but also having to do with the way her
professors influenced her in the classroom.
It was a very good experience because my professors were very engaged. I mean,
they would teach with a passion that was just contagious. I felt I could easily do
the same, you know, teach the language with that same passion and engagement
and plus it was relatively easy because for my bachelor's degree, I had a good
solid base of both written and spoken language, plus I liked to read a lot more in
English than in Spanish. It was just easier for me to understand. I had a similar
experience when I continued my master's degree. Most of the things I had learned
during my bachelor's degree were again given to me at a master's level, so it was
very easy for me.
Participant A's educational experiences and her genuine love and natural interest for the
English language influenced her decision of becoming an English teacher. She recalled:
English teacher was not my first choice in college. I wanted to study
communications, but I wanted to go to the University of Puerto Rico, Rio Piedras,
and then the space was very limited, not everybody could get in. Usually the
people who would get in are the people who knew people over there, and had that
type of connection. So I didn't make it. So, my second choice was English
teacher, for the obvious reasons. Studying to be an English teacher required for
me to read, write, and speak English, and I was good at all three.
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Participant B's educational experience in learning English led her astray from pursuing a
post graduate degree in Natural Sciences. She was interested in continuing her education
in Medicine or Pharmacy, but her limitations in the English language did not allow her to
attain this goal.
Yo entré a la universidad por el Departamento de Ciencia Naturales en biología
porque mi meta era irme a Ciencias Médicas y especializarme en cardiología
pediátrica o en farmacia porque tengo un familiar que es farmacéutica y pues,
por esa línea. Pero no terminé estudiando la carrera por la cual ingresé
originalmente en la Universidad, precisamente por las millones barreras que me
encontré con el inglés. Claro, de eso me di cuenta después. Al momento de entrar
a la universidad, yo sabía todo. Jajaja [laughing], por lo menos eso me hacía
creer.
In college, Participant B faced many obstacles due to her inability to read, understand,
write, and speak English. She described her initial college experience as frustrating
because all of her science and math books were in English and most of her assessments
were Departmental tests in English. Participant B said:
Cuando llegué a la universidad me encontré con que los libros eran en inglés,
entonces se me hacía muy difícil poder comprender el libro y el mensaje del libro
para entonces después estudiarlo, porque lo primero que estaba haciendo era lo
básico, comprensión. Pero después tenía que analizarlo, entenderlo y se me iba
mucho tiempo en todo eso. Y lo que yo entendía no necesariamente era lo que
estaba en el libro, lo que el diccionario me decía porque no estaba en contexto
69
tampoco. Y encontrarme con profesores que hablaban en inglés. Se me hizo
muy, muy difícil, muy cuesta arriba.
After two years battling with her English language barriers, Participant B opted to
reclassify to pursue a major in Secondary Education in Spanish, so that other than the
basic English classes she had to take, she did not have to deal with her language barrier.
At the time Participant B made her decision, she described feeling anger and resentment
at herself for not giving the importance to learning English as a second language, at her
teachers for not encouraging her to do so, and at the Public School System for not
engaging in effective educational experiences for effective second language learning.
Her following comment reflected her perception:
Me enojé conmigo por preocuparme por tener todas A y tal vez no… no sé, no
enfocarme en que no es que es la A, pero es que lo entendí. No es que es la A,
pero lo pude poner en función. No es que es la A, es que lo pude decir. Con las
maestras, obviamente, porque, hello, o sea nos están preparando. Se supone que
esta es la preparación para cuando tu llegas a la universidad y darme cuenta que
no estaba lo suficiente preparada o no estaba, punto, preparada. Y con el
sistema porque el sistema se enfoca más en el que el maestro cumpla con esto,
pero entonces el estudiante que es el que recibe, si él está a este nivel, y no puede
pasar a este otro nivel, pues vamos a quedarnos aquí hasta que él pueda. Pero
no, tú no pudiste, pues ni modo tenemos que seguir. Más adelante en la marcha
alguien, algo, tu aprenderás. Pero ahí fue que yo dije lo importante que era el
inglés. Y fue bien frustrante para mí, no pude seguir.
70
Participant C perceived that her limitations in the English language while in college
affected how she was able to understand the textbooks and tests. Nonetheless, Participant
B perceived that her limitation in English as a second language helped her modify her
study habits and attitude towards English. She perceived this was a result of the need to
pass the class and obtain her goal of completing her degree.
Bueno el no tener un dominio del inglés al momento de entrar a la universidad
afecta la parte de que los libros, la mayoría de los libros, son en inglés. Y ahí,
pues, sí hubo al principio dificultad en cuestión de vocabulario porque, pues, uno
no lo conocía todo, sí conocíamos lo básico. Y ahí pues en la medida que uno fue
obligándose, porque también había que pasar las clases y yo quería seguir
estudiando y terminar mi bachillerato, pues ahí, pues uno adquirió más
conocimiento, más vocabulario. Uno tuvo que aprender otras destrezas y a
modificar actitudes o a tener hábitos de estudios para poder, entonces, lograr lo
que uno quería.
For Participant A, having learned English was a significant factor to pursue her teaching
career as an English teacher. Yet, she also perceived that her ability to communicate in
English was an advantage that allowed her to obtain any job opportunity she would
encounter. The following response reflected this perception:
Regardless whether I would teach at a public or a private school, I wanted to
make sure that I was prepared to handle any job. In my case, I ended up working
at a private school where English was the language of instruction. Everything
was in English, even my interview. I mean, I was very nervous, but at the same
time I was confident about my language skills. I knew I was prepared for this
71
teaching opportunity, and, I mean, I guess they did too 'cause I got the job. But
regardless whether I would've become an English teacher or not, just knowing
that I was fully bilingual, I knew that would have opened many doors for me. For
example, before becoming a teacher, I was hired as a waitress in a restaurant, and
for example many of my colleagues who would not speak English, whenever they
had a table of tourists or Americans, they were not able to communicate, so they
would give me their table, and I would be able to serve the clients. I mean, these
tourists and Americans were the best tips and they would give it up just because
they could not handle the pressure of not being able to, you know, with the
language barrier. Um, I've also worked with lawyers, and they needed me to
translate some documents, so it's definitely given me a lot of opportunities of
earning money and earning a lot of experiences.
For Participant B, not having learned English was a significant factor to pursue a
different career than the one she originally intended. The following response reflected
this perception:
Eh…para obtener el grado en educación, no. Tuve mucha dificultad con los
cursos de inglés que tuve que coger, pero una vez los cogí y los pasé, pues me
enfoqué en los cursos que necesitaba en educación para ser maestra de español.
Ahora bien, sí fue un factor significativo para no poder continuar con lo que
inicialmente quería en las ciencias naturales o farmacia. Ya ahí me encontré con
millones de obstáculos por el idioma que no pude vencer.
Participant C shared the same perception as Participant B. Participant C stated that to
obtain her college degree, she did not need English except for completing the required
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general or basic English courses. She stated that while her textbooks in other classes
were in English, she resorted to using the dictionary or translators.
Para mi bachillerato, necesitaba los requisitos únicamente. Cogía inglés básico
o conversacional. Cursos intensivos, no. Pero, las demás clases para completar
el bachillerato muchas veces los libros eran en inglés y la maestría, pues, fue
básicamente toda en inglés. Gracias a Dios, siempre contaba con alguien que me
ayudara a traducir lo que necesitaba estudiar o usaba mucho el diccionario.
Fuera de eso, si fue un reto, pero lo podía manejar.
Participant A linked the importance of learning English as a second language in Puerto
Rico to a person's socio-cultural identity. Nevertheless, her perception was that knowing
a second language, such as English, in a country where Spanish is the vernacular did not
define who she was. She remarked:
It's important, but it doesn't define me. I know who I am. I'm Puerto Rican
regardless whether or not I speak English or Spanish all day. It just doesn't define
who I am. I know my vernacular is Spanish. That's the language I learned how to
speak first. But I don't need to be speaking Spanish all day to show that I'm
Puerto Rican.
Participant B’s perception on the importance of language to a person's cultural identity
was quite different to Participant A’s. For Participant B, language was an important
socio-cultural element that identified an individual's sense of belonging, level of
knowledge, and status. However, within the socio-cultural content of Puerto Rico,
Participant B stated that both the Spanish and the English language were markers of the
Puerto Rican identity.
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Para mí el idioma es una parte importante de nuestra identidad. El idioma es
todo porque el idioma es lo que te identifica, lo que la gente puede escucharte y
saber tu nivel de conocimiento, tu procedencia, este, tu estatus. El idioma es una
parte bien importante de lo que es el elemento cultural y social de un individuo.
Y mientras a mayor conocimiento, mayor dominio del lenguaje. En nuestro caso,
tanto el español como el inglés son parte de nuestro entorno cultural.
On the same note of adult perceptions on learning English as a second language within
the socio-cultural context of Puerto Rico, Participant A further added:
I don't' believe, as I said before, that...that language defines who I am as a Puerto
Rican. I learned how to speak English because I wanted to, because I liked it,
because I had exposure to it, because I had teachers who were great. It's hard to
imagine that people think that because your first language is Spanish, you can't
speak English or another language. I mean, why? Does that mean that I'm less
Puerto Rican because I know English? No.
However, Participant A expressed concern over Puerto Ricans that resisted learning
English for fear of losing their cultural identity and claimed that while that mentality still
existed, she was well aware that learning English as a second language in Puerto Rico did
not interfere with her identity as a Puerto Rican.
Language is definitely important in terms of identity, though personally it doesn't
have to define who the person is or who I am. For example, I'm Puerto Rican, our
main language is Spanish. I speak English too, and if I wanted to, I could learn
French and Italian and any other language and knowing all these languages would
not make me less of a Puerto Rican. I know there would be people who would
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resist learning another language because they would feel they would lose their
identity. I know that mentality exist. I've known people that, you know, that just
don't' think English is necessary or any other language is necessary because they
live in Puerto Rico and what they need to know is Spanish...that's my
culture...that's my identity. And I think it's a mistake. Once again, knowing
another language is not going to affect who I am, make me less of a Puerto Rican.
It's just going to give me knowledge about everything that can or can't surround
me. I want to learn more, and language is a good way of doing that.
Interestingly, while Participant A did perceive knowing English as a second language a
part of a person's identity, though not necessarily defining who the person was, she
explained that learning English on the Island did not have anything to do with culture, but
rather with opportunities that come to those who learn it.
It's important [referring to learning English]. It's not about culture though. It's
about being able to get somewhere. People who have... I'm pretty sure, people
who speak English have a higher percent chance of either getting a better job
opportunity or somewhere in life. I mean, great paying jobs...they need someone
who's bilingual. And I'm not saying that people need to have a job that pays a lot
of money, but then how else are you going to live up to so many opportunities
that you can give to yourself, to your family, to your children if you have any.
Participant B also asserted that English in Puerto Rico was part of our socio-cultural
reality. That is, she believed English was present in our daily lives, and as such, we have
adapted it to our everyday speech. Participant B stated that learning English in Puerto
Rico was important to our personal development and growth.
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She stated:
El inglés ya es parte de nuestra realidad social y cultural. Y es… y es, eh, no es
que sea una cosa importantísima pero a lo mejor dentro de lo que es ya la
realidad del puertorriqueño, la realidad de vida, es un elemento importante en el
desarrollo del ser humano. Por los libros, por la música, por el conocimiento
dentro de nuestro lenguaje normal. Ya nosotros tenemos tanto préstamo del
inglés que nuestro idioma ya no es puro. Y es bien importante conocerlo y
dominarlo o por lo menos tener esa idea de cómo es.
Participant C’s perception was that English in Puerto Rico was not part of her cultural
identity. She was adamant that language was a cultural marker, and as such, what
defined her as a Puerto Rican was the Spanish language.
No, para mi identidad como puertorriqueña no me hace falta saber Inglés. No me
interesa aprender otro idioma, porque para mí me identifica el español. Para
enriquecerme, eh.... claro. Si uno visita otros países, pues claro me gustaría,
pues, dominar totalmente y si voy a Japón, pues el idioma de Japón, eh, China,
verdad, pues poder hablar en chino... eh, Estados Unidos, pues con mucha fluidez
el inglés, pues claro a quien no le gustaría. Francia, pues en francés, pero para
que me identifique como puertorriqueña... no, no me interesa. Con el español me
identifico muy bien. Ese es nuestro vernáculo y lo que nos define como
puertorriqueños.
It was Participants A's perception that within the social-cultural context of Puerto Rico,
English had to be seen as an important tool for communication, for keeping up with
technological trends, and for having more exposure in a globalized world.
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English is a tool. It's definitely going to provide to you enriching experiences.
You know, the fact that you are able to speak English can help you just have
better conversation with other people. You get to know life from another angle.
Definitely technology is another factor. I mean, many of the new jobs are rising
today they have to do with technology. And then technology is another language,
but when you buy a computer, when you buy a phone, when you buy a printer,
whatever electronic device, technological device, it all comes in instructions in
English, and it makes your life that much easier. English is global and as such, it's
simply a must.
Participant B shared Participant A's perception that English in Puerto Rico had to be seen
as an important tool for communication because it was already enmeshed in our socio-
cultural experiences. However, Participant B acknowledged that second language
learning in Puerto Rico may still be attached to political ideals and that this was why
some individuals did not care or did not want to learn it.
Es muy, muy necesario y muy importante porque el inglés está en todo. Es un
idioma prácticamente universal y está en todo. Por lo menos lo mínimo, la base
uno la necesita porque el inglés ya es parte de nuestra cultura y no se puede
desligar. Desde los letreros, todos los lugares, eh, las personas, en las oficina, en
los documentos, en la música que escuchamos, en los programas que vemos, en
todo. Lo que pasa es que no todos en Puerto Rico vemos lo importante que es el
aprenderlo y siempre va a haber el que piensa que no lo necesita para nada o el
que mezcla esto del idioma con sus ideales.
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Participant C did not perceive English to be a tool for communication in Puerto Rico.
Although she acknowledged that English was required in some workplaces, she perceived
it was not needed for her daily life or for experiences within her community. She stated:
Bueno en Puerto Rico hay muchos lugares que si lo requieren, pero para nosotros
como país, no. Para el diario vivir, para confraternizar, para poder dialogar,
para poder comprar, hacer diferentes actividades... no, no es necesario.
Obviamente, pues si hay lugares que si lo exigen porque ya, verdad, su formato
de trabajo, eh, su administración, pero para nosotros como comunidad, poder
convivir...no.
Participant A identified herself as a bilingual Puerto Rican. That is, she defined the term
as knowing two languages fluently with the ability to speak and write it. However, she
added that what existed within the socio-culture context of Puerto Rico was Spanglish, a
mixture of both Spanish and English that allowed for non-speakers of English to be
understood. Participant A's perception is that most of our socio-cultural experiences
revolve around Spanglish and that this mixture had become validated among Puerto
Ricans who did not speak English well, but were still able to communicate in Spanglish
and be understood by English speaking people. Her perception on Puerto Rican's being
bilingual because of Spanglish was noted in the following statement:
Yes, I consider the Puerto Rican culture to be bilingual and you know why?
Because of Spanglish. Spanglish is people who have limited English, yet they
incorporated it in their Spanish...with their Spanish, so that they could actually
have some sort of conversation with a person that maybe doesn't speak Spanish at
all, so they mix it. For some reason in our culture, we've learned, Puerto Ricans
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have learned a lot of English words through, you know, all the media, and the
social network, so people have become fluent Spanglish speakers, and they're
understood. They're understood.
While Participant B did understand all of the research questions in English, was able to
read and understand the reflexive journal questions, occasionally uttered words in English
in her responses, and admitted to being able to sustain small-talk conversations, she
identified herself as not being bilingual. She stated:
Yo entiendo que una persona que es bilingüe es una persona que tiene un dominio
total de dos idiomas. En mi caso sería inglés y español. Pero yo no domino el
inglés a cabalidad así que no me considero bilingüe. Aunque puedo decirlo y
entenderlo pero no me considero bilingüe porque no lo domino a cabalidad.
Participant C’s perception was similar to Participant B’s. Participant C perceived a
bilingual to be someone who can read, write, and speak both languages. It was her
perception that she was not bilingual because she was not able to speak English fluently.
Participant C, however, perceived that she was able to read it and understand it. She said,
“No, para nada. Para mi bilingüe es una persona que puede dominar la escritura,
lectura, y, verdad, comunicación verbal, ambos idiomas. Yo lo entiendo y lo puedo
escribir pero no me considero bilingüe.”
Participant A's perception of the need of English as a second language within the
socio-cultural context of Puerto Rico extended beyond its effectiveness as a tool for
academic purposes, for work, for communication or for cultural identity. She remarked
that overall, English in Puerto Rico was part of our daily lives and that it was needed for
both professional and personal growth.
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I need it [referring to English]. I need it if I want what's best for me and my
family; if I want to grow either professionally or personally. It's a must. I'll never
stop learning it. There's always space for, um, for learning English in Puerto
Rico.
Participant B shared the same perception as Participant A in regards to the need of
English as a second language extending beyond its use for academic purpose. She noted
that within the socio-cultural context of Puerto Rico, English was needed for our
development as human beings and for our use in every day experiences. Participant B
stated:
Es bien importante. Es bien importante porque como te dije nosotros tenemos
demasiado mucha contaminación con el inglés y ya los tiempos están cambiando,
por ejemplo, uno va a pueblos como Guaynabo y todo los letreros están en inglés.
En Guaynabo City todo está en inglés y tú tienes que saber porque si no, ¿qué va
a pasar contigo? O sea, que el idioma se está volviendo más importante y más
necesario para nuestro desarrollo como ser humano. Como individuos, como
seres integrales que vivimos en este país en donde todas las cosas tienen por
alguna razón algo que ver con el idioma de inglés. Algo. Los muchachos, las
terminologías de los muchachos, eh, tú vas a los sitios y todo esta rotulado en
inglés. Eh, los mensajes, ahora las camisas y todo los mensajes son en inglés, la
música…o sea estamos bien, bien contaminados. Es bien importante. Es bien y
necesario el saber inglés en Puerto Rico.
Participant C shared a different perspective to that of Participant A and Participant B in
regards to the need of English as a second language extending beyond its use for
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academic purpose. She noted that within the socio-cultural context of Puerto Rico,
English was not needed for our use in every day experiences. Participant C stated:
Ahora mismo para las actividades culturales, verdad, que voy, no me hace falta.
Para el trabajo que estoy iniciando que quiero hacer, no me hace falta. Para
comunicarme con otras personas con las personas que regularmente me
comunico, no me hace falta. Para ir a comprar o hacer otras actividades del
diario vivir, no me hace falta. Pues posiblemente eso contribuye a que no tenga
empeño en querer aprender y en verle la importancia.
Factors that Contribute to Perceptions of ESL Learning in Puerto Rico
Participant A attributed her perception on learning English proficiently to a
combination of factors. She stated:
Definitely my family's support, my exposure to English and my inner interests;
my own interest in just wanting to learn it. I think that's what made me get to
where I am in terms of English. I mean, if you're not interested, you won't do it,
right?
Unlike Participant A, Participant B and Participant C did not learn English proficiently
during their schooling years at Puerto Rico's Public School System. Participant B
attributed her limitations in English as a second language to a combination of social,
educational, economic, family, and personal factors that influenced her perceptions
towards second language learning. She asserted:
Está el factor familiar, porque en mi casa no lo hablaban y el factor económico
porque tampoco era que mi mama me podía pagar un colegio privado. Ella
hubiese querido, y hasta me lo propuso, pero yo no quería. Ella lo hacía
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pensando en que tal vez ahí podía adquirir más, pero tampoco la economía de la
casa era para que ella me pagara este colegio bilingüe. El factor educativo que
no tuve esas maestras dedicadas, no todas, pero en general pudo más la que
menos, que la que más. Porque tuve más maestras que tal vez no estaban tan
preocupadas por enseñar y que nosotros aprendiéramos, sino tal vez por cumplir
y no por enseñar. Y fueron menos las que sí quisieron enseñar, menos que
cumplir con el currículo o con la meta o con lo establecido. Fueron muy pocas.
Yo creo que esas cosas, en adición a la actitud mía de tenerle miedo, más quiero
todas A, entonces, esas cosas yo pienso que son las que afectaron el que yo
pudiera, tal vez, no ser una persona full bilingüe.
Participant C attributed her limitations in English as a second language to the lack of
interest she always described as having towards English. Like Participant A and B,
Participant C perceived that her family's lack of support and her limited exposure to the
language within the classroom were factors that contributed to her lack of motivation
during her younger years. However, Participant C's perception remained firm that she
did not need English to carry on with her life, and she was still not interested in learning
it.
En aquel entonces, no era que me interesaba aprender a hablar inglés.
Simplemente yo era buena estudiante y sacaba buenas notas y hacía lo que tenía
que hacer. Y así lo hice. Me gradué de la high; obtuve mi bachillerato y mi
maestría y ya. En este momento, lo que estoy haciendo, no me hace falta. Y yo
pues me quiero mover en un ambiente donde me gusta sentirme como soy. Me
gusta mi idioma, español, donde tengo mayor fluidez. No quiero moverme a otras
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áreas que tengan que ver con el idioma inglés o otros idiomas. Realmente en
estos momentos, no tengo el interés. A lo mejor porque... no sé, a lo mejor
desanimo, porque no me interesa, porque no es importante para mí.
Family support.
All three participants identified family support or lack thereof as a key factor that
had a significant impact on their perception of learning English in Puerto Rico.
Participant A recalled that in her process of learning English as a second language, her
family's support was constant because they saw English as a tool for progress. She
recalled:
They accept it 110 percent, my immediate family and even my extended family. I
think my whole family. It's [English] something that was always talked about in
my family. They knew that if you're bilingual, you had better chances of getting a
good job, of being able to travel and enjoy life much more. They saw it as a tool
for progress, so they would definitely buy me all the CD's I wanted because the
music was in English. If I wanted a magazine, it's in English, I'll buy it. You
want a book, ok let's take it. Whatever it takes, whatever you need for me to help
you become more fluent in English, you got it.
However, Participant A felt it was important to note that her husband did not have the
same family support in regards to learning English, and she was able to see how much
this affected him at the time. She remarked that unlike her family who believed that
knowing English was going to bring many opportunities, his family saw learning English
as unimportant and unnecessary. Nonetheless, her husband's circumstances changed
when she started to expose him to her family's attitude and her own about the English
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language, and ultimately, he was able to get ahead because of his disposition to learn
English as a young adult. The following remark highlighted this perception:
In his family no one speaks English, and no one really cares about learning
English. I think that they were just, they conformed to the jobs that they had, that
they, as long as they had a job, they didn't care about progressing, to gain
something better. Um, also they didn't need it. In their job, it was not a necessity
to speak English, so they just didn't. Since they didn't need it, they don't really
care about learning it. And in his family, my husband is the most fluent one, and,
not to brag or anything, but he, for example, he's... he's the only of the
grandchildren that went to college, that has a degree, that has a great job, you
know. And although, his merits are his own, I know that my influence and my
family's support has helped him tremendously to improve his English.
Participant B acknowledged that most members of her family, including her mother did
not know English. However, Participant B noted that her mother wanted her to learn
English and tried to get her to change from a public school to private school just so that
she could improve her English skills. Nonetheless, Participant B believed that what she
could learn in the private school was the same thing she could learn at her public school.
Mi mamá sí quería que yo aprendiera inglés e inclusive cuando yo estaba en la
escuela intermedia, ella me hizo el acercamiento de que ella me quería sacar de
escuela pública para ponerme en un colegio privado por el inglés, y mi respuesta
fue, lo mismo que voy a aprender allá, es lo mismo que yo voy a aprender acá.
¿Para qué me voy a salir? Pero, yo creo que era más el miedo de empezar de
nuevo de cero, con amistades, ambiente nuevo, ese miedo al cambio.
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Participant C perceived she did not receive any support from her family in regards to
learning English as a second language. She acknowledged that no one in her family
spoke the language or showed interest in learning it. Other than occasionally listening to
a song on her neighbor’s radio, she did not receive any input from her family regarding
the learning of English in Puerto Rico. She stated: “Yo diría que la falta de apoyo
familiar tuvo que ver con mi desinterés. A nadie le importaba.”
Exposure to the second language.
Participant A strongly attested to the amount of exposure to the English language
she received at home and at school as being key in her acquisition of English as second
language in Puerto Rico. At school, she was encouraged to attend the choir put together
by her middle school English teacher. She recalled spending a lot of time at choir
practices and being exposed to all English songs. At home she enjoyed listening to
English music and practicing for choir. Participant A recalled that because she was
actually "one of the few students in class who was able to read fluently," she was also
encouraged by her English teacher to participate in the spelling bee competitions. Her
participation in the spelling bee competition allowed her to spend a lot of time with her
teacher who, in turn, would spend a lot of time preparing her for competition.
According to both Participant B and Participant C, their exposure to the English
language was limited to the daily classroom instruction they would receive in the English
class. Both Participant B and C recalled that they were not exposed to any competition,
clubs, or other extracurricular activity where the English language was utilized.
On the other hand, Participant A was also exposed to reading short novels in
English both inside and outside the classroom. However, she explained that because in
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the Public School System reading novels was not common, she had to borrow them to get
that extra exposure at home. She made the following remark:
In the public system they wouldn't require us to read a lot of novels. But my
English teachers would have novels in the classrooms, and I would ask them, and
I would read short novels. I remember reading Romeo and Juliet, but it was a
very short version, and of course, the language was not Shakespeare's language; it
was very simple language. But I remember going home, and when I was in high
school I would ask my teacher's there, 'listen do you have a novel that I should
read that I know that they'll assign it to me in college, that I should, you know,
just get a heads up'? and they would give me some books, and I would read
on my own. So, I definitely enjoyed reading. Plus, I was learning a lot of
vocabulary which was great for me.
Participant A expressed that other than spelling bees and the choir, she did not recall any
significant extracurricular activities that were given to expose students to experiences in
the English language. Likewise, Participant A shared that other than being exposed to the
English language in English class, everything else at school, academically speaking,
revolved around the vernacular.
While Participant A's exposure to English at school was significant for learning
English as a second language, she mentioned that at home, she was also exposed to
speaking English with some members of her family, particularly with her cousins and her
father's side of the family. She also received exposure to the English language through
gatherings with those neighbors who knew English and listening to English music.
Participant A commented:
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I do remember I would spend my time with my cousins, and we would try to
speak English with the little knowledge that we had...And we would talk
gibberish, if that's what you want to say...call it. Umm, but we, I don't know,
my family knows English, at least my father's side, which is where my
grandmother, who was an English teacher, that side of the family. But, mom and
dad would never talk English. My father does, but he would never speak it, he
would use it for work if he needed it. For example, he was a supervisor so if he
had people over from the States to visit the factory, then he would speak
English, but he would never speak that language. My mom knows very, very
limited English, and my brother's really good at English too, for probably the
same reasons as I do, but it was just the way, at home we just talked Spanish. A
few of my neighbors, two of my, I don't know, ten, fifteen neighbors knew
English because they were, they studied at the, at a private school and they knew
English very, very well. So sometimes we would speak in English, but the
majority of the time, it was just that we would listen to the same type of music
together.
Interestingly, Participant B stated that her exposure to learning English as a second
language at school was limited to a daily English class, and that this limitation was a
factor in how she perceives second language learning. Participant B recalled spending a
lot of time with some cousins that had learned English at a private school. Participant B
found that the exposure she had with the English language with her cousins allowed her
to familiarize herself with the Basic English concepts and vocabulary. She commented:
Pues mira, yo tenía, te puedo decir que, tal vez así un poco de roce con el inglés
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con unos primos míos de parte de mi papá que ellos estudiaron en colegio
privado y el colegio era en inglés. La única clase de español era español. Todo
lo demás era en inglés. Y yo a ellos los escuchaba y más o menos iba recogiendo
algunas palabras. Como te dije, para mí, el poder captar era bien, bien difícil y
con ellos captaba algo porque los veía todos los días y por lo menos tenía ese esa
hora, esa hora y media con ellos. Y entonces pues tenía este pequeño contacto y
a lo mejor iba captando palabras, e iba entendiendo cosas, e iba ampliando un
poquito, lo poquita que tenía.
Nonetheless, Participant A remarked that most of her exposure at home and interest in
learning the English language came from watching television and personal interest.
When I was nine years old, my parents moved from the town area in [mentioned
town]. When we moved to this place in [mentioned place] close to the beach,
there was no reception for local television. So, my father, back then, they used to
put these huge antennas on the, the roof of the house where you would get signal,
satellite signals, and then all the TV that I would watch was in English. I was
watching cable, watching MTV, watching HBO, sitcoms, and so...and that's
something I think influence me in learning English. But before that, I just wanted
to.
Participant A further added that because she was amongst the fortunate ones who had
satellite television at home, her exposure to television shows in English also allowed her
to increase her English vocabulary and learn the correct use of words. Participant A
asserted that her English vocabulary increased, not only to her exposure to satellite
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television and her love for reading, but also to her constant use of subtitles. When asked
to what she attributed her vast vocabulary repertoire in English, she stated:
You know, to me it had a lot to with the reading, and I have to hand it to
television and subtitles, closed-caption. I used to use all the time subtitles in
English because the visual...the visual part of the TV would help me a lot to see
what was going on in the movie, ok, who's having a fight with whom, and um,
who's hiding something, and I would know because I would see. Visually it
would help me, and I had that aid, but then with the subtitles, I would learn, I
would make a connection between the words, their definition, when you used
them, that type of thing.
Nonetheless, Participant A stated that while she did receive exposure to the English
language at school and at home, she recognized many of her classmates or friends did not
have the same exposure because they lacked the commitment to immerse themselves in
activities where they would be exposed to the English language. She added that most
students did not learn English because they were not willing to put in the time and effort
simply because English was not a priority for them. This perception was seen in
Participant’s A comment:
I have friends that want for me to help them. They want me to give them tutoring.
They want me to help them learn English, and they can only see me an hour a
week. How can I have a person learn a language when I only see them one hour
of seven days? They'll never get it. When you want to learn another language,
you have to be exposed to it, immersed in it. Otherwise, it's going to take you that
much longer. They don't go home to watch at least TV in English or read a novel
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in English, the newspaper, magazines, whatever, and that's why. They don't have
the opportunity to be exposed to the language as much, and then to them it's... it's
also not a priority because when it's a priority you make time for it. Whether it's
in the classroom, outside of the classroom, on your own, you are going to look for
it. You are going to look for the opportunity.
Participant A recognized that exposure to English experiences was limited for many
students who studied in Puerto Rico's Public school system. It was her perception that
limiting English language exposure to sixty minutes a day for five days a week was not
enough to provide students with the immersion needed to learn a second language.
Participant B's limited exposure to English as a second language led her to look
for alternate ways to receive second language instruction other than what she received at
school. Nearing the time she was approaching college, Participant B resorted to English
tutoring. However, she admitted the decision to look for someone to help her came late
in her life, and even then, Participant B described her experience as one that was limiting
as well. Participant B commented:
Mi mamá cuando ya se estaba acercando, pero ya era tardío, pero cuando se
estaba acercando ya estos años de la universidad, mi mamá me busca esta ayuda
con esta amiga que ella tiene que es americana para que ella me ayudara con el
inglés. Y ella me daba clase, eh, como un tipo de tutorías fuera de la escuela.
Pero aun así, el tiempo no era mucho tampoco para que ella me lo dedicara y
aun así, ya como era un nivel alto, ya el yo poder recibir eso y poderlo
comprender era bien difícil. Yo me sabía lo básico: el he, she, it, el they, you are,
los números, tal vez algún verbo, tal vez decir alguna frase, pero el yo tener un
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pensamiento completo, organizado, y estructurado, para yo poder decirlo en
inglés, pensándolo en inglés, no.
Participant C recalled that she was not exposed to the English language other than what
she was given in the classroom. She stated that in her school, extracurricular activities,
competitions, and other forms of activities were not commonly given as a means to
expose students to the English language. She only recalled having to do occasional
projects involving posters in English. Her perception was stated as follows:
No se alentaba. No se hacía nada fuera de lo que la maestra daba en la clase.
Bueno, algún certamen, pero era de carteles, del idioma inglés, pero de que haya
algunas exposición, alguna actividad extracurricular,... no. Algún cartel, pero no
es exponerte a hablar o a compartir.
Socio-economic background.
Participant A recalled that while she and her family grew up in a rural town, her
family had the means to provide everything she needed to succeed academically. This
included providing opportunities at home where she could be exposed to the English
language. Participant A’s parents catered to whatever English resources she wanted,
including magazines, CDs, satellite television, and outings to the movies. Nevertheless,
she was well aware that her family support and her exposure to the English language was
not the norm within many of the surrounding families or the friends she knew. She
claimed that the difference between her and her friends in learning English as a second
language was not a matter of attitude, but rather of a lack of exposure that came as a
result of their socio-economic background.
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Participant A remarked:
It wasn't the attitude. It was their…their background. I mean, we are talking
about an area where it was a very rural area. There was no international television
or national television. They, I mean, I remember taking a friend for the first time
to the movies in ninth grade, for the first time! They were so poor, most of my
friends, their families, their parents were farmers. They weren't exposed. They
weren't exposed at all. I mean, my friends have parents and family members who
speak Spanish and would barely know, and I'm not exaggerating, they would have
family members that don't know how to read and write Spanish, imagine English.
Participant A further noted that even for some of these families, it was not even a matter
of whether they wanted to learn English or not, it was a matter of whether they could
afford the resources that would get them more exposure to English language experiences.
She remarked:
Of course, definitely a person’s economic background is a factor for learning
English in Puerto Rico. I mean, what if you really want to learn the language but
you don't have money to pay a monthly bill to pay for satellite television or books
in English, or tutoring. Just because you want to learn English, if you don't have
enough money, I guess it's also much harder. But not impossible, I mean, people
have done it before.
While still in the elementary level, Participant B was given the option to change from a
public school to a private school. Her mother believed that a private education was going
to provide Participant B with the exposure and the educational experiences she needed to
improve her English. However, Participant B recalled that her mother could not afford to
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put her through private school, even though her mother was willing to make the
sacrifices. Nonetheless, Participant B believed that had she made the decision of
switching from public to private education, she would have gained communicative
competence in English as a second language, and her circumstances would have been
different. Participant B's perception was seen in her following comment:
Hubiera sido bien beneficioso para mí el haberme ido en ese momento porque yo
siento que estaba a tiempo. Estaba en sexto grado. A lo mejor no iba a captar
con la velocidad que hubiese captado un niño pequeño, pero al estar en el
ambiente, sí, yo entiendo que si iba a poder hacerse más fácil para mí y a lo
mejor cuando hubiese ido a la universidad el resultado de mis estudios hubiera
sido diferente. Pero, la realidad es que yo sabía que la situación económica en
casa no era como para que mi mamá pudiera pagarme un colegio privado. Yo sé
que ella hubiese hecho el sacrificio, pero...no, no era posible.
Participant C did not emit any comments in regards to how her socio-economic
background affected her perception of learning English as a second language in Puerto
Rico. However, while talking about her childhood experiences she did mention that in
her family, money was used for necessary things like clothes, food, and school materials.
Yo nací en el pueblo de [mentioned Town] y me crié junto a mis padres y mi
hermana en una casa humilde. Mis experiencias de chiquita fueran buenas. En
casa siempre había lo necesario para que a mi hermana y a mí no nos faltara
nada. No éramos una familia de mucho dinero, pero siempre teníamos comida,
ropa, materiales para la escuela. Para entretenernos, mi hermana y yo íbamos
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muchos al pueblo a actividades que el municipio o el gobierno central
auspiciaba.
Use of English as language of instruction.
Participants A, B, and C mentioned taking English class 50 minutes a day for 5
days a week as a required subject in the public schools they attended. All three
participants also mentioned that the language of instruction in the public schools they
attended was Spanish. The only subject that was to be taught in English was English.
Nonetheless, Participants’ responses to what language of instruction was used in the
English classroom revealed that Spanish was more commonly used to teach English
classes in the public schools. Only Participant A remarked that the language she
remembered most being used in English class was English, but this was not consistent all
throughout her schooling years. Participant A asserted:
Sometimes, some teachers would [teach English]. Um, I do remember my fourth
to sixth grade English teacher. She was great. Everything would be in English.
She would speak English all the time. My intermediate teacher spoke English,
but not all the time. His English was not very good either. I remember he would
misspell so many words. But, my high school teachers were also very good, very
good. They also taught in English. But then in high school, I was in advanced
groups, so my classmates would also be just as, or maybe even better at English
than I was.
Participant B remembered that her English classes were commonly taught in Spanish as
well. She mentioned that the language used for instruction was mainly dependant on the
teacher, but that for the most part, teachers that did teach English class in the English
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language did not require the students to communicate in English. Participant B did,
however, explained that only during her elementary school years, she had an English
teacher that taught the English class in English and expected her students to do the same.
Regarding the language of instruction used in the English classes, Participant B stated:
Bueno dependía de la maestra que tuviera pues tenía maestras que podían,
solamente en el momento en que se ponían de pie a dar la clase, hablaban en el
inglés. Pero si un estudiante le hablaba en español, pues ella le respondía en
español. No exigía que fuera en inglés. Tenía algunas maestras que sí, era todo
en inglés. Exigían todo en inglés pero era la minoría, muy pocas. Te puedo
hablar tal vez, um, de [mentioned teacher's name] porque era esta maestra que sí
pedía que habláramos en inglés. Esto fue como en tercer grado, y ella sí pedía
que habláramos en inglés aunque lo dijéramos mal, pero ella nos corregía y nos
trataba de mantener ese nivel en todos los estudiantes para que todos nos
sintiéramos cómodos de hablarlo. Y nos corregía mucho la escritura. Pero en
general, te puedo decir que no… que en los demás niveles, en los demás salones,
no fue igual. No fue igual. La experiencia no fue… de verdad que para mí fue
bastante difícil poderlo entender, poderlo escribir y poderlo decir.
Participant C also recalled that her English classes were commonly taught in Spanish. As
Participant B, she mentioned that the language used for instruction was mainly dependant
on the teacher, but that for the most part, teachers that did teach English class in the
English language did not require the students to communicate in English. Regarding the
language of instruction used in the English classes, Participant C stated:
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No, no. La clase de inglés era de inglés, pero se daba en español. Se daban
siempre en español. Era curioso porque muchas veces te decían... lo que
básicamente te enseñaban era la pronunciación, eh, los adjetivos, como conjugar
verbos. Sí, uno leía algunos cuentos, algunas preguntas, pero regularmente la
clase completa no era en inglés. Verdad, se utilizaban ambos idiomas, pero el
más que predominaba era el español. Sí, algunas preguntas para contestarlas,
pues se requerían en inglés, pero no era que fuera la clase completa.
Participant C remembers one English teacher that taught the English class in English and
expected his students to do the same.
Algunas veces el maestro nos contestaba en inglés. Eso depende también el
profesor, verdad, porque hubo clases, por lo menos el de séptimo grado era bien
exigente en el idioma inglés, y el, pues, uno le preguntaba en español, pero no.
El te contestaba en inglés. La mayor parte del tiempo el sí hablaba inglés y le
exigía a los estudiantes a hablarle inglés aunque fuera un disparate. Pero es el
único que yo recuerde que fue así de exigente con el uso del inglés.
Teachers' attitudes.
Participant A described how one of the factors that contributed to her learning
English was the attitude she remembered her teachers had in the English classroom. She
articulated, "My teachers were always encouraging us to learn the language. At least,
that's what I remember. Of course, some of us were interested; some of us were not."
Participant A also recalled how her experience learning English at post secondary level
was "one of the best experiences ever" and attributed this positive attitude towards
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learning English and her success in pursuing her post-secondary studies to her English
professors. She remarked:
It was not the same being a high school student taking an English class than being
a student learning how to teach English. And the professors, their passion, they
were..., I thought that when I got into the classroom the professors would be
sharing their passion and why they loved teaching so much, and this is how you
should do it, and this is the background, and this is the philosophy, that I fell in
love with it; I fell in love with it. And, I know that it was a really good
experience because when I went ahead and do[did] my master's degree, I'm not
saying it was a piece of cake, but it was that much easier because I knew that I
had a good base from my bachelor's degree.
While Participant A recalled having excellent teachers and engaged professors,
Participant B's perception regarding her teacher's attitude was markedly different. She
perceived that her English teachers were not engaged in her learning. She said:
Eh, las maestras que yo tuve, que yo recuerdo, no estaban comprometidas con la
enseñanza del inglés. O sea, como me explico…no recuerdo ninguna maestra
dando la milla extra. La clase de de inglés era otra materia más y las maestras
hacían lo que podían. Daban vocabulario, lecturas cortas, gramática y si
aprendías bien, y si no también. Era cuestión de pasar la clase. Por lo menos
esa fue mi experiencia en mis años de escuela intermedia y superior.
In addition Participant B recalled that her secondary school English teacher often allowed
students to leave if they were not interested in taking the class and was absent frequently,
in which case the students did not have any substitute English teacher to replace their 50
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minute daily instruction. She stated that this lack of commitment was not only observed
in her English teacher's attitude, but also in the own Department of Education's process of
appointing English teachers. Her perception can be seen in the following comment:
Tuve una experiencia en la escuela secundaria donde la maestra de inglés dejaba
que la clase se fuera si no querían estar ahí y se ausentaba mucho. El estudiante
en escuela pública, si el maestro se ausenta, no tiene alguien que le de la clase,
que le administre trabajo durante esa hora. No hay nadie que lo reemplace, así
que eso eran horas pérdida. Hubo un tiempo que no tuve maestro como por
varios meses, porque esta maestra se fue y en lo que el Departamento nombraba
esta otra persona, pues eso se tardó mucho y eso es tiempo perdido.
Participant C perceived that what influenced her perception on the learning of English as
a second language was her own disinterest, not her English teachers’ attitudes. However,
she did state some of her English teachers would show more interest in their students’
learning than others, and that this was a factor that affected at some degree her perception
on learning English.
No creo que las actitudes de mis maestras influyó como veía el inglés. Más bien
era mi desinterés. Eso sí, las maestras que tuve siempre enseñaban la clases de
inglés en español, así que no me preocupaba mucho. Pero, también yo creo que
influye el interés que muchos maestros muestran en que el estudiante aprenda
porque hay maestros que realmente no muestran ningún tipo de interés, por las
pocas actividades que hacían o la manera en que enseñaban en donde se veía esa
falta de ánimo. Si vamos hablar de factores positivos, pues algunos profesores,
pues sí. Te ensañaban con ánimo y hacían actividades para que uno se
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envolviera con el inglés. Pero hubo otros que no se enfocaban, no daban el
máximo, realmente estaban como por, por pasar el rato como uno dice y que el
estudiante pues aprenda, muchas veces uno no nota también ese interés. Y eso,
pues, de cierto modo afecta.
Teachers' communicative competence.
While Participant A did recall that her English teachers taught English class in the
English language the majority of the time, during her intermediate years, her experience
was described as somewhat different. Her perception was that her English teacher then
was not the most competent in English oral production or writing. She stated:
At intermediate level, I do remember correcting my teacher a lot, and he used to
hate it, and he was my mom's colleague, so he would tell my mom. I was young
then, and I don't really remember how I used to correct my teacher, like the
manner that I would talk to him, and I don't know if he thought I was rude or
whatnot, but I do remember my mom telling me, 'listen, don't correct your
teachers in front of everybody. It's not nice.' And I'm like, 'but he doesn't know
what he is writing. That's not the way you spell words.' Mostly, it would be
misspellings I corrected and then, for example, now that I'm an English teacher,
there was a lot of verb conjugation and verb usage that was just wrong, and I
would notice that.
Participant B had similar experiences to that of Participant A. She recalled having
English teachers whose pronunciation were inadequate and difficult to understand and so
resorted to Spanish-speaking practices during English class as a means to be understood.
Participant B noted:
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Si se le hacía el acercamiento. Ella respondía, pero es que hasta lo que
respondía no se le entendía. Porque tampoco eran maestras que tuvieran una
correcta pronunciación, eh, que te corrigiera tu pronunciación también. Eh
siempre, por lo menos en mi caso, siempre terminaba hablando español con la
maestra porque era como único se le entendía.
Participant C shared the same perception as Participant A and Participant B. She
perceived that some of her English teachers were not fluent in speaking English and had
difficulty being understood. It was also Participant C's perception that some of her
English teachers were there just for the paycheck. Her perception was seen in the
following statement:
Muchas veces los maestros, alguno, por lo menos fue mi experiencia, tienen
deficiencias en expresarse en el idioma inglés y son maestros de inglés. Muchas
veces un maestro que está dando el curso de inglés no es porque domine el
idioma en el inglés. A lo mejor le gusta o el maestro le tiene un poco de interés,
pero no es lo que realmente domina. Yo tuve varios maestros así y recuerdo uno
en particular de secundaria que realmente su dominio se observaba que era
pobre. Y muchas veces decía unos disparates que nosotros nos teníamos que reír.
Muchas veces lo corregíamos; otras veces se sentía incómodo. Pero ahí uno ve
que le falta...que falta... se debe preparar mejor a esos maestros que son los que
van a educar a nuestros niños, verdad, a nuestros jóvenes y motivarlos a que
realmente, tenga interés, que lo hagan por amor. Muchas veces uno entiende que
ellos están ahí pues porque, yo cobro, porque me pagan... y eso no debe ser así.
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Classroom experiences.
Participant A also talked about her classroom experiences as a factor that
contributed to her learning English. She recalled reading short stories and discussing the
story elements of plot, setting, and characters. All three participants recalled that a lot of
classroom instruction revolved around vocabulary lessons. Yet, all three Participants
concurred that vocabulary lists were given in isolation, and lessons were limited to rote
learning. That is, participants were given vocabulary words with definitions for the
purpose of memorizing them and taking tests. Participant A's commented the following:
I mean there would be vocabulary words from maybe a short story, but I
remember vocabulary lesson with a list of isolated words that were not connected,
that had nothing to do with one another, that were not from a short story, that I did
not have to use them later in maybe a journal. No I just needed to know the word
and the definition. The spelling of the word and the definition and that's what my
quizzes would be about, spell the word, provide the definition, that’s it.
Similarly, Participant B recalled receiving a lot of vocabulary lessons without any real
connections to contextual readings or authentic learning scenarios. She described her
vocabulary lessons as rote learning experiences where the teacher simply taught for a test.
Nos daba un vocabulario y buscábamos la definición. Pues nos daba la palabra
y nosotros con el diccionario buscábamos la definición que no era en contexto,
pero buscábamos la definición. Y después teníamos, nada, teníamos un examen
de vocabulario. Botella. Se olvidaba el vocabulario porque como es botella, esa
botella la vaciabas en el examen, te daban la nota, y ya. Siempre era lo mismo.
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Other than reading and vocabulary lists, Participant A felt that classroom experiences did
not provide for developing writing opportunities in English. She stated that during her
elementary and intermediate school years, she was not exposed to journal writing or
creative writing such as poetry. Participant A stated that she only remembered writing
essays in English class when she was in high school, but the opportunities were very
limited.
Similarly, Participant B recalled that classroom experiences were limited to rote
learning, vocabulary, and a lot of copying from the board due to the lack of resources.
Bueno, eh, nos hacían escribir. Recuerdo mucho trabajo escrito de pizarra. Es
que no teníamos mucho writing tampoco porque era… es que, qué te puedo decir.
Si había una actividad en la escuela pues del tema de esa actividad, por ejemplo,
San Valentín, pues vamos hacer una postal de San Valentín para la persona que
tú se lo quiera hacer, y ya lo hacías, Y eso era todo; ya hiciste la postal. La
corrección si la hacían, no iba en la postal. Y ya. Tenían los puntos.
Participant B also described having occasional short readings and lessons related to the
readings, but recalled never receiving significant feedback from the teacher. She added
sometimes she would see her test, and sometimes she would not. Participant B stated:
En elemental teníamos estas lecturitas cortas, eh, y contestamos preguntitas de la
lectura o hacíamos algún dibujo. Recuerdo que hacíamos tirillas. En elemental
hacíamos las marionetas. En secundaria, hacíamos bosquejos y nos corregían el
bosquejo pero no era como que corrígetelo y volverlo a escribir para que tú los
practiques. Si no, lo corregíamos y ya. Eh, o entregábamos los trabajos y los
podíamos ver de vuelta, como no lo podíamos ver de vuelta. Pero que te dijera
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que tuve esta mega maestra que se preocupó, que fue punto por punto, no. Este el
tema, este el vocabulario, busca las palabras, te las aprendes, o tienes un dictado
como en elemental o tienes un pareo como era en intermedia, o tal vez en
secundario te ponían una oración y tú la ponías, llenabas el blanco con ella.
Pero esto de… yo te doy, te corrijo, reescribe, no.
Participant C also perceived that classroom experiences were limited to rote learning and
vocabulary. Nonetheless, similar to Participant A, she described being exposed to other
learning experiences involving reading in small groups, grammar instruction, and
opportunities for oral communication, such as debates and casual conversations.
Lo más que recuerdo es vocabulario. Muchas veces me lo daban en español para
traducirlo en inglés; muchas veces en inglés para traducirlo en español, hacer
oraciones con diferentes verbos, adjetivos, conjugar verbos. Ese tipo de cosas.
Otras estrategias que utilizaban los maestros ya en escuela superior, como era
como preparar para la universidad, verdad, que yo quisiera estudiar, los
maestros se enfocaban más en la lectura. Diferentes lectura, en trabajos en
grupo, en lo que ellos llaman los debates, eh, en cuestión de las preguntas, el
vocabulario, hacer oraciones. Muchas veces se daban hasta conversaciones,
verdad, que uno pudiera tener eventualmente y eso era, pues, más o menos lo que
ellos utilizaban.
Socio-cultural pertinence.
All three participants identified socio-cultural pertinence of English language
instruction as a factor that affected the learning of English as a second language within
Puerto Rico's Public School System. Participant A stated that one of the critical aspects
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of learning English to her was the relevancy the lessons had to her social-cultural
experiences. She recalled that reading selections taught in the English class held little or
no pertinence to the reality students experienced living in Puerto Rico. She mentioned
that it was difficult to make any connections with the material being taught and what the
students knew from their prior background. This inability for students to make a
connection to their own socio-cultural experiences often resulted in disinterest to
participate and engage in English learning. This finding was evidenced in her following
comment:
I don't remember any short story in particular that was related to Puerto Rico, but
I do remember, for example, you know, stories that would talk about the changes
in season, and then in Puerto Rico it's always the same season. We don't have
enunciated seasons here. We don't have fall; we don't have winter. It's summer all
year. So, maybe it would help me picture how it was in the Unites States, but it
wasn't what I was into, in fact, it wasn't what anyone was into. I mean, yes, we
learned about other places, but it was that much harder for the majority of the
students to get involved in oral production because they just couldn't make any
connection, any sense of the language to their experiences. There's no relevancy.
When asked what she meant by relevancy and why she thought that factor made a
difference in students learning English as a second language, Participant A asserted:
Relevancy is when a student can relate to what he or she is learning with his or
her own experiences. It makes a difference because students are more engaged.
Students are more interested in what they are learning 'cause they can relate.
It's...it's, for example, giving a sixth grade group a short story or a short novel that
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deals with, um, a high schooler's issues, but it has to be set in a place where
maybe students can say, 'Oh yeah, I know where that is'. And they'll want to
talk about their experiences because they can.
Participant B also commented that while she did remember reading short stories, the
amount of reading was limited to the resources that were provided from the Department
of Education. As stated by Participant B, the reading selections teachers selected from
these literature books held no pertinence to her socio-cultural experience.
Participant C perceived that classroom experiences, particularly those concerned
with reading and oral communication, were not current or motivating to her. She
perceived that classroom experiences that revolve around students own experiences and
interests were forms of motivating and engaging the student into speaking and learning
English. She stated:
No recuerdo lecturas modernas, donde el interés por la lectura, los temas van
también cambiando. A un joven de hoy, tú le hablas de esos temas como, verdad,
Don Quijote, esa es en español, o en inglés una de esas novelas que llevamos
leyendo treinta, cuarenta, cincuenta años y te preguntas, ¿Qué rayos tiene esto
que ver con el que yo aprenda inglés? Ahora yo creo que debe de ser algo más
moderno. El maestro tiene que buscar temas que estén relacionadas a lo que está
pasando actualmente, a lo que está pasando en las vidas de los propios
estudiantes. Hacer hasta tal vez unas encuestas para saber cuáles son los temas
de los cuales los estudiantes quieren hablar, esos que realmente motiva, que le
gusta a los jóvenes, de que quieren hablar. Eso puede ser una forma y no
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imponer, ya unos temas que viene siendo obsoletos. Tomar el estudiante en
cuenta a la hora de llevar ese aprendizaje.
Classroom resources.
All three participants recalled the limited number of resources they had in the
English classroom and in particular, the limited accesses students had with English
books. All three participants claimed that this was due to the fact that in Puerto Rico's
public schools, the English books or English resources were for all the students of the
same grade level to share. In addition, the books and resources were not allowed to be
taken home and were to remain all the time in the classroom in order to serve all the
population of English students per grade that stepped into that classroom. In this regard,
Participant A shared:
That's the thing. We would have books. We wouldn't have enough books for
everybody. We are talking about the Public System and that's another
conversation. But we would have textbooks and that would be it. Um, the list of
vocabulary words, the grammar that they would teach us. They would have, I
don't know where they would get it, but they would have supplemental resources
because all we had was the textbook, and we didn't even take it home. It was in
the classroom. It was in the classroom all the time. So when we, for example,
when we began reading a story and the bell rang, well, guess what? I couldn't
read it. I couldn't read it because, obviously, I can't take the book home. The
teacher needed it for the other groups, and, but at the same time the teacher would
we would go back the next day and finish reading it. And she wouldn't give us
homework 'cause we wouldn't have the book.
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Participant B's perception was similar to Participant A. Participant B attested to the
limited resources that were available for students in the English class and added that if
teachers did not resort to making copies for everyone in class, then students could not
complete their work. Participant B commented that the books made available to them by
the Department of Education were outdated textbook editions in poor conditions.
Como es escuela pública, pues no tenemos nuestros propios materiales así que
usábamos los materiales que habían que eran libros viejísimo, rotos, escritos,
pues con esos libros viejísimos y cayéndose en cantos trabajamos. Si ella no
reproducía el material, pues nosotros no lo teníamos porque no había material
para todo el mundo. Entonces se quedaba la mitad de la clase sin poder hacer su
tareas. Porque en la escuela pública, el maestro tiene este material y con este
material es que bregan.
Participant C added that the Department of Education was in need of revising the English
curriculum to include updated resources that were in tune with current and pertinent
issues for the second language learner. She stated:
Hay que revisar el currículo de inglés del sistema público. Hay que modernizarlo
para incluir temas de interés y pertenencia cultural, cosas de aquí, de lo que
vivimos. Muchas veces se enfocan en libros que han ido, verdad, o han estado en
el sistema durante muchos años. Y yo creo que ya en Puerto Rico y, verdad, en
otros países, hemos evolucionado. Yo creo que se debe de revisar ese currículo
para incluir temas de la actualidad que nos motiven a expresarnos en inglés.
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Motivation.
To Participant A, learning English was something she wanted to do because she
had an inner drive. She loved the language because she found it easy to learn. Although
her family support and the exposure she received in English allowed her to see English as
a tool for progress, it was clear that Participant A was also intrinsically motivated. She
said, “In school, it was always my inner interest in wanting to learn it. No one influenced
me, not even my friends. I wanted to learn English because I [stressing the word] was
interested in learning a second language.”
Participant B's motivation was all about the grade. She recalled not giving any
thought to whether she was learning English or not. To her, she did everything she was
asked to do and studied for her tests, but only as a means to maintain her good grades and
her status as an honor student. She said:
En la escuela lo único que me motivaba era el tener buenas notas y pertenecer al
cuadro de honor. Y yo lograba eso porque era muy responsable con mis trabajos.
Pero, la realidad es que más que ponerle empeño a aprender inglés, era el
cumplir con lo que me pedían y punto. Después que yo mantuviera buenas notas,
todo estaba bien.
Participant C was not interested in learning English except for passing her classes. Her
perception was stated in the following comment:
Antes, pues, no tenía interés, verdad, como le había comentado en la entrevista
anterior. No tenía interés. Eventualmente, pues, el interés... o tenía que tener
interés...o tenía que tener interés, pues, porque quería pasar unos cursos, quería
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hacer unas cosas, y eso pues, obviamente me ayudó a adquirir conocimiento a
adquirir otras destrezas que antes no tenía, por eso un poquito mejor.
Language as a cultural marker.
Within the socio-cultural context of Puerto Rico, it was particularly noted that all
participants had as their cultural marker their vernacular, the Spanish language.
Likewise, for all three participants, English was not considered an official language of
Puerto Rico. However, Participant A did not perceive Spanish as an exclusive marker of
Puerto Rican identity. Her perception was that knowing both languages was tied to
learning not cultural roots.
I don't think any of them [referring to her family members] had that mindset that,
you know, you need to speak Spanish because you are Puerto Rican and those are
your roots and your culture. No. You know Spanish ... good. Learn English...
better. Of course, not to ever forget to speak Spanish. You have to speak
Spanish, but if you learn how to speak English even better, and I couldn't agree
more.
Participant B did express that Spanish in Puerto Rico was a marker of cultural identity,
but so was English because of how much it was present in our surroundings and how
many English words were already incorporated to our Spanish lexicon.
Wow, parte de mi identidad…pues fíjate, mi idioma es parte de mi identidad el
cual domino muy bien. Pero tal vez ese segundo idioma también es parte de mi
identidad por todos esos préstamos que tenemos del inglés, y todas esas palabras
que tenemos del inglés y toda esa cultura que tenemos del inglés. Así que
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también se podría considerar, o por lo menos yo podría considerar, que ese
inglés es parte de mi identidad como puertorriqueña.
Participant C also perceived language as being a cultural marker. However, in her case,
Participant C identified the Spanish language, the Puerto Rican Flag, and our National
Hymn as the cultural markers of her Puerto Rican identity, as well. She stated:
Parte de mi identidad como puertorriqueña.... que me identifica? Bueno, el
idioma. El idioma es lo que nos identifica siempre. Nosotros los puertorriqueños
nos identificamos, porque los boricuas en todo el mundo se conoce que tenemos
que hablar el español, como para los americanos se conoce que su idioma es en
inglés. Para mí me identifica, porque eso es parte de las raíces de nosotros y por
lo que nos identificamos en el mundo. Por el idioma, la bandera, por el himno,
pero el idioma primordialmente.
Fear.
Participant A explained that she did not fear speaking English in front of anybody.
Quite contrary, she was always finding ways to come into contact with the language. To
her, it was fun the way the English language sounded to her, and she seized the
opportunities to speak it even if it was gibberish. Nonetheless, she explained that she was
never made fun of, ridiculed, or looked at differently by anyone at school or at home
because she spoke fluent English. She recalled that what was mostly shown was
indifference towards the language.
No. I don't' remember being looked at differently, that people made fun of me or
that people would try to make me feel bad. I just remember people just being
like,…well, I don't know it, whatever. And they'll try to learn it, but they'll try to
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learn whatever the teacher gives them which is that much limited as well. So, it
wasn't, I wasn't treated differently.
Participant B’s experience was quite different. She explained that because she had very
little exposure to the English language at home and at school and had not learned how to
speak it well, she began to fear making mistakes or being made fun at. Participant B
claimed witnessing this behavior from classmates and teachers in the classroom. She
said:
Tal vez por timidez, por desconocimiento del idioma, porque no fui muy bien
instruida tampoco. En mi casa no tenía ese… ese….ese círculo en donde tuviera
un televisor que viera en inglés, o música que escuchara en inglés, o alguien que
me hablara en inglés. O sea me relacione más con el español que con el inglés y
como que le cogí miedo por equivocarme, por la burla. Tenía compañeras que si
decían algo, venía este otro compañero y lo relajaba o decía algo y la maestra lo
reprendía o lo corregía o no lo hacía de buena manera o si lo decía mal, tampoco
lo corregía. Y, pues, todas esas cosas eran lo que hacía que yo como que le
cogiera más y más miedo al inglés.
Participant C perceived that fear of speaking the language and being ridiculed was not
something that affected her perception towards learning a second language. She did
acknowledge that in school her friends would laugh and make jokes in relation to the
English language, but perceived that it was not intentional or hurtful to anyone. Her
perception was stated as follows:
Estábamos todos más o menos como en lo mismo y todos pa' la escuela hacíamos
hasta a veces bromas, relajamos con relación al idioma, pero se pasaba bien.
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Casi siempre era la pronunciación, eh, los significados, a veces...pues, verdad,
esto, no sé, la pronunciación regularmente pues cuando alguien lo decía no los
relajábamos en forma de relajo sano. No era para burlarse, era más bien, cosa
de muchacho.
Role of Socio-Cultural Experiences on the Attitude of ESL Learners in PR
Participant A's attitude on learning English as a second language was highly
positive. She attributed her positivity towards the English language to the impact her
teachers and her family had upon her understanding that learning English in Puerto Rico
and being fully bilingual could provide for many opportunities in terms of personal and
professional growth. As to the role socio-cultural experiences play on the attitude of
learning English as a second language in Puerto Rico, Participant A confirmed in her
reflexive journal her perception that attitudes towards learning a second language were
shaped by the experiences one had with the language, by the needs one had for learning
English, and by the support of family and friends. She wrote:
Social-cultural experiences play an extremely important role in a person's attitude
towards learning English as a second language. These experiences determine the
person's perception of why learning English will benefit him, which are the
benefits or even the consequences if any. Socio-cultural experiences will give
meaning and direction to a person's process of learning a second language.
Whether learning English in Puerto Rico is for personal or professional motives,
it will be the environment, family, friends and needs of a person that will impact
positively or negatively the attitude towards the process of learning the second
language.
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Participant A further noted that Puerto Ricans needed to have a positive attitude towards
second language learning as a means to contribute to our Island's socio-political and
economic situation. Yet, she recognized that most often than not, Puerto Ricans did not
share this attitude towards learning English. She noted:
It's again, I come from family that sees learning English as a tool. Whether we're
a commonwealth, whether we become a state, you know, knowing English,
knowing two languages is never a bad thing. Never. It's better than knowing only
one, okay, so it's...it's a good thing to have. It's a thing that everyone should have,
and I think it would economically, politically, in all sense, Puerto Rico would be
so much better if people would just know more and know better English. I mean,
how else are you going to help the economy in the country, if you don't get a good
job and then, you know, be able to contribute to society. If everyone understands
how much knowing a second, a third language could benefit us all, we would be
living very differently. But of course, this attitude needs to be nurtured at home
and at school. Unfortunately, I have to say by my experiences, by what I saw at
school and with my friends that this is just not the attitude a lot of them had.
Participant B's perception about the role socio-cultural experiences play on the attitude of
learning English as a second language in Puerto Rico were also reflected in her reflexive
journal. Similarly to Participant A, she believed that the classroom environment and the
learning experiences provided by the teachers played a significant role in her attitude
towards English. However, in Participant B's case, the socio-cultural experiences she
was exposed to made a negative impact on her attitudes towards learning English.
Participant B also reflected on how it was important for her that her daughter be exposed
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to different socio-cultural experiences that would influence her positively to learn
English. She wrote:
Las experiencias socio-culturales juegan un papel sumamente importante ya que
según sea el desarrollo y el ambiente serán los resultados a corto y largo plazo
en el aprendizaje del individuo. En mi caso fueron las experiencias negativas las
que afectaron mi proceso de aprendizaje del inglés como segundo idioma
durante mis años escolares. Tal vez otro ambiente u otro tipo de maestro, el
resultado hubiese sido tal vez favorable para mí. Ahora que soy madre y
sabiendo lo importante y crucial que es el inglés en nuestro entorno deseo que mi
hija tenga la oportunidad de aprenderlo, a diferencia de mi.
In her reflexive journal, Participant C's perception was that socio-cultural experiences in
Puerto Rico played a negative role on the attitude of learning English as a second
language. She based her perception to the limited exposure to English that second
language learners received in Puerto Rico and attributed this to the lack of supervision in
the English classroom in Puerto Rico's Public School System and the poor leadership of
governmental agencies in promoting English enriched socio-cultural experiences on the
Island. She wrote:
Las experiencias socio-culturales juegan un rol negativo en las actitudes del
aprendizaje del inglés como segundo idioma en Puerto Rico. Considero que esto
se debe a la poca exposición que tiene la sociedad a eventos o actividades en el
que predomine el idioma inglés. Los gobiernos que ha tenido P.R. han sido
pobres en fomentar actividades, cursos, u otras formas de educar a la comunidad
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en el idioma inglés. También ha sido pobre en supervisar la enseñanza del
idioma en inglés en las escuelas públicas del país.
Effect of Socio-cultural Experiences on the Learning of ESL in PR
The reflexive journals of all three Participants revealed their perceptions
regarding the effects of socio-cultural experiences in Puerto Rico on the learning of
English as second language. Participant A's perception revolved around the limited
exposure and limited opportunities second language learners had to immerse themselves
in oral production. She believed that Puerto Ricans use of their vernacular was
predominant within the socio-cultural experiences they encountered at work, at home, or
within the society, and this limitation of English exposure, particularly during childhood,
affected the learning of English as a second language in Puerto Rico. She claimed:
The official language of Puerto Rico is Spanish. It is what people speak, read,
write, and think. Learning or acquiring a second language takes time. It is proven
that kids will learn or acquire a second language faster when compared to an
adult. Socio-cultural experiences in Puerto Rico will happen in the Spanish
language. Therefore, English language learners will not be exposed to this target
language as much as they need it to learn it fast. Language immersion is a key
component to learn English or any other second language. This may be the
biggest obstacle that a language learner will face in Puerto Rico. Perhaps
switching to English the language of preference on the TV, phone, or choice of
reading medium, will provide more practice in the target language. Another
strategy that comes to mind is spending time near touristic areas of the Island
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where the presence of English-speaking people can be accessible to practice
conversational skills.
In addition, Participant A perceived that teachers in Puerto Rico's Public School System
placed too much emphasis on teaching strategies that involved rote memory, thus,
limiting the opportunities for students to put English into context and engage in authentic
learning experiences where English could be used and understood. Participant A noted
that she would have done things differently if she had been teaching. Nonetheless, she
empathized with teachers in the Public School System stating that she believed teachers
did what they could when faced with students that did not want to learn English.
Participant A's perception was well evidence in the following comment:
Why would I want students' to learn a vocabulary list without them understanding
when to use them or how you can use them and if that word could mean different
things in different contexts? We didn't know that. So, I would have definitely
used different... different, I don't know, I would want a different outcome from
my students than just memory. But I guess..., I put myself in their shoes, and
when we are talking about students that know so very little English..., maybe it
was my special case, because I already knew, and because I, because of the
experiences that I had, and my family would provide, that I knew more than the
rest of my classmates. Pero, they knew such limited English and they would
come with such a negative attitude about learning it, mainly because of their own
home environment, that I know that that's as much as they could get out of them,
just to get something.
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Similarly, Participant B perceived that limited opportunities for exposure to the English
language within the socio-cultural context of Puerto Rico affected the learning of English
in Puerto Rico. In her experience, she learned English only after being immersed in
English speaking environment at her workplace. She stated the following:
Las experiencias que yo tuve con el inglés en la escuela, en mi casa, con mis
amistades, no fueron significativas para yo aprender bien el inglés. Es que la
exposición al idioma era mínima. O sea, todo lo que yo hacía, las actividades
que yo iba, la música que yo escuchaba era mayormente en español. Entonces
cuando me gradué de escuela superior, pues mi nivel de proficiencia era pobre.
Lo mismo me pasó en la universidad. Yo hice lo que pude para pasar la clases de
inglés y ya. El poquito de inglés que yo sé ahora, es por una exposición que yo
tuve ya como profesional ya une vez me gradué de la escuela, en el área del
trabajo donde estuve que tuve una exposición al inglés todo el tiempo.
In light of her experience learning English as an adult, Participant B believed that the
more exposure second language learners had to the English language, the easier it would
be for them to assimilate and to learn English. In her reflexive journal entry, Participant
B wrote:
Las experiencias socio-culturales son cruciales a la hora del aprendizaje de un
nuevo idioma, cuanto lo asimilemos y lo acoplemos a nuestras experiencias de
vida son lo que garantiza un correcto aprendizaje. El haber tenido un contacto
directo con él a mi edad de 26 años en un colegio bilingüe me permitió
entenderlo, perderle el miedo y aprenderlo. El convertirse en parte de mi diario
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vivir esa exposición al inglés, fue lo que me ayudo a entenderlo. Por tanto, a
mayor exposición, mayor aprendizaje.
Likewise, Participant C also reflected in her journal how the limited English exposure
within socio-cultural experiences in Puerto Rico affected the learning of English as a
second language. Not only did she perceive the need for promoting the English language
through community activities, but she also perceived the need to revise English curricula
at all levels. Participant C's perception was noted in the following entry:
Las experiencias socio-culturales afectan el aprendizaje del idioma inglés en
Puerto Rico ya que no se fomentan actividades en las que se necesiten el
conocimiento de éste. En Puerto Rico considero que se deben revisar las
diferentes actividades que se presentan a la comunidad. A modo de ejemplo se
deben ofrecer cursos de idioma libre de costos en las diferentes comunidades. Se
deben revisar los currículos de enseñanza de las escuelas a nivel elemental,
intermedia, y superior para incluir experiencias educativas que tengan
pertenencia a la cultura puertorriqueña y a las experiencias que el joven
puertorriqueño conoce. De esta manera se motiva al estudiante a encontrar esa
conexión con el inglés.
The Future of ESL in PR
Participant A was emphatic on her perception that the future of English as a
second language on the Island depended mainly on changing the way English was
approached in English class. Although Participant A stated that she was "among the
lucky ones" who had English teachers that were engaged with the learning of their
students, her experience allowed her to witness how much Spanish was spoken in other
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English classes within her own school. She established as a primordial matter that
English classes had to be taught in English. Furthermore, her perception was that the
Public School System was in need of English resources that could provide students with
authentic and relevant learning experiences which students can relate to in English.
Regarding the future of English in Puerto Rico she stated:
First and foremost, it [English class] should be taught in English. Second, it
should be taught in a relevant way to the students. It should be with textbooks
that are... that can make a connection between our students' background, our
students' culture so that they can not only learn new language but then relate it to
something , you know, to the experiences that they've been through before, to
situations that they can encounter in real life. Um, definitely in the Public
System, they need to have resources. We need books, we need computers, we
need movies, and all type of resources that can help them have just more materials
to learn, to grasp the English.
Participant B shared a similar perception regarding the future of English as a second
language in Puerto Rico. She believed that Puerto Rico's Public School System needed to
provide more educational and cultural experiences that could expose students to authentic
uses of English. To Participant B, the future of English on the Island was also dependant
on the educators' capacity to open up to opportunities where both teachers and students
could motivate and learn from each other .
Yo pienso que en el futuro, el inglés debe tener más exposición, por lo menos en
la escuela pública. A diferencia de las escuelas públicas, el colegio privado le da
un poco mas de énfasis a la enseñanza del inglés en sus clases y lo integra con
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otras clases. Yo pienso que las escuelas públicas tienen que tener más exposición
porque estamos con estudiantes que están ya en contacto con ese idioma, ya sea
por las redes sociales, ya sea por videos, ya sea por ellos mismos. Yo entiendo
que en el futuro, la escuela pública tiene que tener una visión un poco más
abierta a lo que es el inglés. Igual el maestro que vaya a dar la clase. Debe ser
un maestro que tenga exposición al inglés, independientemente que su clase sea
la de inglés o no porque el educador en Puerto Rico tiene que abrirse. En estos
momentos el educador no se abre al idioma, salvo el maestro de inglés y no
necesariamente te lo hablan en inglés …que esa es mi experiencia exactamente.
Pero, yo entiendo que los maestros en general debemos de motivar e ir a la par
con el estudiante. De esta manera todos aprendemos y nos enriquecemos en
ambos idiomas.
In regard to improving English instruction in Puerto Rico's Public school system,
Participant A also identified in her reflexive journal that relevancy of English instruction,
alternative assessments, teacher preparation, and use of the English language to teach
English in the classroom were crucial to improve English instruction on the Island and
change the way students perceived second language learning in Puerto Rico's Public
School System. Participant A's reflexive journal entry read as follows:
English education in Puerto Rico can include in the curriculum and daily lessons
material that is relatable to Puerto Ricans. Also, the use of alternative
assessments techniques, such as the use of creative writing, speeches and group
work, can expose students to learning English in different scenarios where they
practice and learn it in fun ways. Teachers play the biggest role in improving
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English language learning and exposure. They could be considered one of the
gateways to motivate children to learning a second language. The selection of
readings, activities and assignments is crucial, but just as crucial as having highly
qualified and proficient teachers in English. Above all, English cannot be taught
in Spanish; it will not produce students knowledgeable in English.
Participant B's perception on improving English education in Puerto Rico was based on
three premises: the need to revise English curriculums to make English learning more
attractive to students, the need to provide students with learning experiences where they
can be exposed to the language, and the need to have English teachers that are well
prepared to teach the English language. She stated:
Pues mira yo pienso que para mejorar la enseñanza del inglés en Puerto Rico…
uno, los currículos deben de ser atractivos para el estudiante. Dos, los
maestros y los profesores deben de estar expuestos a ello y contribuir a que el
estudiante se exponga a ello. Y tres, el maestro tiene que tener el conocimiento
para darla, para que el estudiante también lo pueda asimilar. Entonces, yo
entiendo que sí, que los currículos, los maestros deben estar sumido, o por lo
menos tener ese contacto, y llevar al estudiante a tener el contacto con el idioma.
Participant C's perception on improving English education in Puerto Rico was also based
on the need to provide students with learning experiences where they can be exposed to
the language at very early stages of their development, and the need to have English
teachers that are well prepared to teach English to second language learners do so in the
target language. She said:
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Desde pequeño a esos maestros de la clase de inglés, que den la clase en inglés.
Exponer a ese segundo idioma, a los estudiantes desde pequeñitos, aunque sea
cuarenta, cincuenta minutos, todos los días, verdad, por cinco días que es lo que
regularmente lo que se estudia aquí, a ese idioma. No de que si tu vas a coger
una clase en inglés hablen cinco minutos en inglés, y los otros cuarenta y cinco
minutos hablen en español. Porque ahí realmente no se está enseñado. Ahí tú
estás dando algún tips, pero una enseñanza debe ser en el idioma. Si es en
inglés...es en inglés y punto.
Furthermore, Participant B added that Puerto Rico's Department of Education needed to
provide English educators with resources, books, and materials that integrated technology
and other forms of media. According to Participant B this was needed to make the
English classroom more attractive to students who stepped into the classroom already
reluctant towards learning a second language.
Para mejorar la enseñanza del inglés también necesitas mejorar dentro de lo que
es la infraestructura de la escuelas, los materiales de las escuelas... que los
maestros tengan los recursos para poder integrar la tecnología, que es lo que a
ellos les atrae. O sea, recuerda que el estudiante de escuela pública, en su
mayoría, vienen ya con una actitud negativa hacia el inglés. Entonces, hace
sentido que lo primero que hay que hacer es pensar, ¿Cómo yo puedo atraer a
ese estudiante, como lo puedo enamorar del inglés? Pues vamos a empezar
utilizando recursos que a ellos les atrae, que tenga pertenencia para ellos.
Participant A added that the challenges the future of English in Puerto Rico faced were
related to the political ties that still lingered in Puerto Rico's Public School System.
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Participant A's perception was that politicians in Puerto Rico were not prioritizing the
education system in Puerto Rico. Instead, she perceived that politicians were more
focused on economic affairs rather than on improving the Public School System, and
even referenced the amendment to teacher's retirement plan as the primary focus of
politicians efforts. Participant A said:
It's all a political issue. Politicians don't take the education in Puerto Rico as our
priority. It's... It's... just they don't care. They just don't care about it because if
they did, their main focus would be to enhancing, improving, bettering our
schools, bettering our curriculum, umm, graduating students that are really
prepared for college, and right now their focus, I guess, is to sell themselves to the
United States or the world because, for example, um, Puerto Rico has such a
chance, rich soil, agriculture, we can sustain ourselves with everything. No.
They rather have things imported, exported. Um, if education, having prepared
people, would improve our economy, our status, why isn't education your main
focus? Focus all your attention, not all of your money, but good money on your
education, and you'll have a better Puerto Rico. But politicians don't see it that
way. I mean, right now they're more into dealing with the revision of teachers'
retirement plans instead of worrying about all the English teachers they're going
to need when they [English teachers] retire.
Like Participant A, Participant B perceived that a big challenge Puerto Rico's Public
School System faced was detaching itself from political innuendos that emerged every
four years during elections time. Participant B's perception was evidenced in her
following statement:
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El reto más grande que tiene nuestro sistema público en cuanta a la enseñanza
del inglés, es el mismo Departamento; las mismas personas que lo administran;
la burocracia que hay en el sistema y lo politizado que está. El ser una agencia
del gobierno eso lo afecta porque depende cada cuatro años de la persona que
este allá arriba. O sea, si hoy son las elecciones y gana un PNP, pues ya el que
estaba que era Popular con todas las cosas que ya él había hecho durante cuatro
años no existen, no son validas, no funcionan. Tiene que venir éste y en cuatro
años volver a reestructurar una agencia para que cuando él termine de
estructurarla, gane otro partido. Así que lo que ya éste hizo, ya no funciona.
Estamos en esta papa caliente y por eso no se le pone un… no se le da la
prioridad, la importancia que tiene la educación. Entonces si fuera un sistema,
por lo menos pienso yo, que si fuera un sistema que estuviera desligado del
gobierno, que fuera aparte en donde estuviese esta persona que fuese educadora,
no una persona cualquiera, un educador que sabe la realidad de la educación,
que estuviese ahí, que fuera el que permitiera que la educación en esta país
pudiera aflorar y se pudiera integrar y pudiera ser vanguardista y pudiera ser
atemperado con el tiempo. Yo creo que esas cosas influenciarían y ayudarían a
mejor la educación, a mejorar el idioma. No tanto el idioma en inglés nada mas,
sino también el vernáculo nuestro porque la realidad es que nuestro estudiantes
están carentes de ambos.
In addition, Participant B's reflexive journal entry also noted that to improve English
education in Puerto Rico's public school system, teacher preparation and use of the
English language in the classroom needed to be addressed. However, she also revealed
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that Puerto Rico's Public school system needed to detach itself from political ties and
bureaucratic practices in order to focus on the social realities our Island was facing.
Furthermore, Participant B suggested that public schools in Puerto Rico needed to invest
in its infrastructure to be at the vanguard with technological advances and needed to
provide students with experiences where they can acquire English as a second language.
Participant B's perception hinted to the vernacular being a marker of cultural identity and
affirmed that in the teaching of English as a second language in Puerto Rico, one cannot
lose perspective that our vernacular is Spanish. Her perception was revealed in her
following entry:
El sistema público de Puerto Rico tiene que atemperarse a las realidades
sociales y culturales que está pasando Puerto Rico. Debe mejorar desde la raíz
del sistema mismo que es la parte burocrática del Departamento. No debe ser
una agencia dominado por el gobierno. Luego, debe mejorar la infraestructura
de las escuelas y ponerla a la vanguardia de la tecnología. Los maestros deben
tener conocimiento y contacto con el idioma e integrarlo a sus clases. Los
estudiantes de Puerto Rico están sumamente expuestos al idioma y estos deben
ser motivados a continuar adquiriendo conocimiento del inglés sin perder de
perspectiva su vernáculo.
Participant C's reflexive journal entry revealed a perception that coincided with
Participant A and Participant B. She asserted that to improve English instruction in
Puerto Rico's Public School system, the curriculum needed to incorporate more activities
aimed at promoting the use of the English language and at motivating students to engage
in English learning. Her perception was that English instruction was not being given in a
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way that students found enjoyable. Participant C believed that incorporating music and
art to the teaching of English as a second language and integrating English learning with
daily activities needed to be considered to improve English instruction in Puerto Rico's
Public School System. Participant C's entry revealed this perception:
A raíz de las experiencias socio-culturales que se viven en la isla, la educación
del inglés en el sistema público de Puerto Rico puede mejorar a raíz de fomentar
actividades curriculares adecuadas a los grados escolares. Se deben realizar
actividades que motiven a los estudiantes a aprender el idioma de manera que se
pueda disfrutar este aprendizaje. Entre estas: integrar la música, integrar el arte
en el aprendizaje del idioma, fomentar la lectura e integrar actividades del diario
vivir.
Participant C also perceived the need to engage students into oral communication through
the use of readings and collaboration groups. She emphasized the need to make English
instruction in the public schools enjoyable for the students so that they can feel motivated
to learn.
Desde Kínder tiene que haber lectura, comprensión de lectura. No dejarlo para
la secundaria. Y desde que estás en cuarto, quinto, sexto grado, eh, todas esas
destrezas de lo que es el vocabulario, actividades en grupo enfocar mucho la
expresión oral. Porque muchas veces se habla, verdad, los salones de inglés en
español y eso, pues, eso afecta porque entonces no se lleva correctamente lo que
es el idioma inglés. O sea la clase de inglés es en inglés y punto. Lo que yo creo
que se debe modificarse, es tal vez la forma que se enseña el inglés. Cuando tú lo
haces muchas veces de manera divertida, de una manera agradable, tu le
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fomentas ese interés al estudiante. Yo creo que lo que hace falta es como que
otras actividades que sean creativas. Mas creatividad es lo que hace falta para
motivar.
Research Question 1
What are the perceptions of adult second language learners regarding their
acquisition of English in Puerto Rico's socio-cultural context?
The findings showed that all three Participants' perception of their acquisition of
English within Puerto Rico's socio-cultural context was dependant on the influences they
had at home, the educational experiences and exposure to the English language they
received at school or at college, and the need they attributed to learning English for
academic purposes, employment and daily use. While all three Participants studied in
Puerto Rico’s Public school system, their proficiency levels were markedly different
ranging between high for Participant A, below average for Participant B and deficient for
Participant C, as corroborated with their College Board Entrance Examination results.
A major finding in this study was that family encouragement and support
influenced participants' perceptions about second language learning in Puerto Rico. All
three participants had distinctly different experiences at home with regards to learning
English as a second language and all three participants' perception was a reflection of
their family's view about English in Puerto Rico. Participant A’s high proficiency level
in English as a second language was linked to a favorable disposition she had towards the
English language at a very early stage in her childhood. It was found that both her
mother and her grandmother were educators, a fact she claimed influenced her love and
appreciation for language learning. Her father’s side of the family were English as a
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second language speakers and advocated for the importance of acquiring English as a tool
for progress and personal growth, a perception Participant A reflected throughout her
interviews. The findings showed that the English instruction Participant A received at the
Public School System prepared her very well for college in all areas: reading, writing,
and oral communication. However, it was found that in Participant A’s case, she
received a tremendous amount of exposure at home, with her family, and with her
friends. Participant A’s exposure to the English language extended the academic
scenarios to include exposure to the English language in extracurricular activities, socio-
cultural activities, and media.
While the findings showed that Participant B could understand spoken English,
she did not feel comfortable responding back in the second language. Upon reviewing
Participant B’s interviews and reflexive journals, it was found that she could also
understand written English language fairly well, but had difficulty expressing her
thoughts in writing. She also reflected difficulty in comprehending some of the interview
questions. She described her English proficiency level as below average, which was
occasionally evidenced throughout her interviews when her responses did not correspond
to what was being asked.
The findings showed that Participant B did not receive much encouragement at
home to learn English. However, the findings revealed that as much as her mother
wanted to support her learning experiences in English, she did not possess the knowledge
of the English language. It was also found that besides a few cousins from her father’s
side of the family, Participant B’s family did not engage in English communication
because they did not possess the knowledge in the English language. The findings
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reflected that Participant B’s limited encouragement from her family increased her
frustrations. At the same time, the pressure she put on herself to maintain good grades in
English misled her into believing that a good grade in English was synonymous to having
learned the English skills she needed to succeed later in life.
The findings of this study reflected that while Participant C had similar
educational experiences to Participant B in Puerto Rico’s Public School System, her
proficiency level was lower than that of Participant B. Of the three Participants,
Participant C had the least exposure to the English language at home and at school. She
also received no encouragement or support at home regarding her learning English. She
described her mother as being unengaged in Participant C’s learning process. Participant
C acknowledged that English was not spoken in her immediate or extended family
because no one had any knowledge of the English language. She had no contact or
exposure to the English language other than the 50 minutes of daily English class at
school. Neither of her parents and sibling spoke English or understood English, and she
did not receive any encouragement from friends because, as she stated, no one was
interested.
Interestingly, Participant C reflected a negative attitude towards the learning of
English as a second language similar to that which she described perceiving at home.
English was not important to Participant C’s family and many times during the interview,
Participant C reflected her disinterest in learning English as a second language.
The findings of this study also reflected that exposure to television programs in
English and English music were linked to all three participants' perceptions regarding
their second language learning on the Island. Participant A's exposure to television
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programs in English, the use of English subtitles, and her preference for English music
contributed to her second language enrichment, development, and acquisition.
Participant B was occasionally exposed to television programs in English which she
would watch at her cousins' house. Although it was found that Participant B had a
preference for Spanish music, her neighbors and her friends would occasionally expose
her to English music, and she would sing along even if she did not understand or know
what she was saying. It was found, however, that Participant C was not exposed to
television programs in English and did not listen to music in English other than what her
neighbors would on occasions play. Participant C's perception revealed that even if she
would have been exposed to English at home through television or radio, she would not
have been interested in learning English because she felt she had no need for it.
The findings also showed that understanding the benefits and advantages of
learning a second language come with the participants' growing maturity. While in
secondary school, both Participant B and Participant C thought about the now and the
present without giving much thought to how second language learning could be part of
their long-term goals. It was not until Participant B and Participant C entered college that
they realized that their good grades in English did not accurately reflect their
communicative competence in English as a second language. To pass the English
courses, they relied on tutoring, using dictionaries or translators, or seeking help from
peers who knew English. The findings also showed that constant language barriers added
sentiments of frustrations and resentment towards themselves, teachers, and the Public
School System in general for not preparing students adequately. The findings also
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revealed that this high level of frustration, such as the one faced by Participant B and
Participant C can lead second language learners to reevaluate their future goals.
Although Participant A understood the benefits and advantages of learning
English at a very early stage of her development, her maturity over the years allowed her
to encourage those around her to do the same. To her, it was important and necessary to
have those close to her know how much learning English as a second language in Puerto
Rico could benefit their lives and influence their career opportunities.
The findings of this study revealed that all three participants perceived that the
acquisition of English was necessary to succeed in college and was influential over long-
term future career goals. For Participant A, English was a key component to her future
goals. After graduating from high school, Participant A continued to pursue her post
secondary studies at a public university in Puerto Rico. Her perception on learning
English as a second language was positively influenced by the solid English foundation
in reading, writing, and oral communication she felt she had obtained during her
formative years at the Public School System in Puerto Rico and by the competencies and
encouragement of her teachers. Her ability to communicate in oral and written English
while pursuing her studies in college was an advantage that would allow for many job
opportunities.
Participant B's educational experience in learning English led her astray from
pursuing a post graduate degree in Natural Sciences. She was interested in continuing
her education in Medicine or Pharmacy, but her limitations in the English language did
not allow her to attain this goal. In college, Participant B faced many obstacles due to her
inability to read, understand, write, and speak English. She described her initial college
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experience as frustrating because all of her science and math books were in English and
most of her assessments were Departmental tests in English. She also described being
discouraged by professors who she perceived as interested in covering material instead of
the students' learning. After two years battling with English language barriers,
Participant B opted to reclassify to pursue a major in Secondary Education in Spanish, so
that other than the basic English classes she had to take, she did not have to deal with her
language barrier.
Participant C's learning experiences at college also influenced her perception on
her acquisition of English. She described her college experience as challenging because
most of her books were in English. She also sought the help of tutors, peers, and
translators to pass her basic courses. However, unlike Participant B, Participant C
described her professors as interested in helping their students learn. Nonetheless, other
than the basic courses she needed as part of the requirements for obtaining her degree in
Administration, she did not perceive the need of English as part of her long-term career
goals.
The findings of this study also revealed that participants linked second language
learning to cultural identity. Participant A linked the importance of learning English as a
second language in Puerto Rico to a person's socio-cultural identity. Nevertheless, her
perception was that knowing a second language, such as English, in a country where
Spanish is the vernacular did not define an individual. While Participant A recognized
that both English and Spanish were part of the Puerto Rican identity, she did not perceive
a second language as a cultural marker.
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Participant B’s perception on the importance of language to a person's cultural
identity was quite different to Participant A’s. For Participant B, language was an
important socio-cultural element that identified an individual's sense of belonging, level
of knowledge, and status. However, within the socio-cultural content of Puerto Rico,
Participant B stated that both the Spanish and the English language were markers of the
Puerto Rican identity.
Participant C only identified Spanish as being part of the cultural identity of
Puerto Ricans. To her, Spanish, not English was the center of Puerto Rican culture, and
perceived English as an imposition to the cultural roots of Puerto Rico. Participant C's
perception was grounded on the belief that English was unnecessary for Puerto Rican
society to develop culturally and was only needed in Puerto Rico for academic purposes.
Interestingly, Participant A expressed concern over Puerto Ricans that resisted
learning English for fear of losing their cultural identity and claimed that while that
mentality still existed, she believed that learning English as a second language in Puerto
Rico should not interfere with an individual's cultural identity. She explained that
learning English on the Island did not have anything to do with culture, but rather with
opportunities that come to those who learn it.
Participant B asserted that English was part of the Puerto Rican identity because it
was already part of Puerto Rico's socio-cultural reality. That is, she believed English was
present in the daily lives of Puerto Ricans and as such, they had already adapted it to their
everyday speech. Participant B stated that learning English in Puerto Rico was important
to the continuous personal development and professional growth of Puerto Ricans. The
findings showed that unlike Participant A and B, Participant C did not perceive English a
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part of the Puerto Rican identity. She perceived that language was a central cultural
marker, and as such, Spanish as the vernacular of Puerto Rico defined our heritage as a
Spanish speaking country and identified us as Puerto Ricans.
It was Participants A's perception that within the social-cultural context of Puerto
Rico, English had to be seen as an important tool for communication, for keeping up with
technological trends, and for having more exposure in a globalized world. Participant B
shared Participant A's perception that English in Puerto Rico had to been seen as an
important tool for communication because it was already enmeshed in our socio-cultural
experiences. Participant C did not perceive English as a necessary tool for
communication in Puerto Rico, other than for academic purposes. Her perception was
that everyone and everywhere in Puerto Rico people communicated in Spanish; therefore,
learning English as a second language was not necessary within our socio-cultural
experiences. However, it was found that all three Participants acknowledged that second
language learning in Puerto Rico may still be attached to political ideals (and that this
was why some individuals found it unnecessary to learn English on the Island, a
perception consistent to Santiago's (2008) investigation where there is still a
colonial/postcolonial mentality that prevails among subjects who are simultaneously
under the influence of both cultures.
All three Participants had a slightly different perception as to whether or not they
considered themselves bilingual. Participant A identified herself as a bilingual Puerto
Rican. She defined the term as knowing two languages fluently with the ability to speak
and write it. However, she added that what existed within the socio-culture context of
Puerto Rico was Spanglish, a mixture of both Spanish and English that allowed for non-
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speakers of English to be understood. Participant A's perception was that most of our
socio-cultural experiences revolved around Spanglish and that this mixture had become
validated among Puerto Ricans who did not speak English well, but were still able to
communicate in Spanglish and be understood by English speaking people.
Participant B did understand all of the research questions in English. She was
able to read and understand the reflexive journal questions, occasionally said words in
English in her responses, and admitted to being able to sustain small-talk conversations.
Nevertheless, she identified herself as not being bilingual because she was not fluent in
English.
Participant C did not consider herself to be bilingual. As all participants, she
defined a bilingual person as one that had total proficiency in written and oral
communication in two languages. She acknowledged that she could read and write
English with difficulty, but that she could not speak it fluently.
Research Question 2
What factors contribute to the perceptions of adult learners of English as a second
language in Puerto Rico?
The findings show that all three participants' identified family support, exposure
to language, socio-economic background, use of English as a language of instruction,
teacher's attitude and preparation, classroom experiences, socio-cultural pertinence,
classroom resources, motivation, and fear as factors contributing to adult learners'
perceptions on learning English as a second language in Puerto Rico.
The findings in this study show that the participants' family support and
encouragement or the lack thereof was a significant factor in viewing the learning of
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English as a second language in Puerto Rico as positive or negative. Participant A
received all the support from both her immediate and extended family members. Her
positive views on second language learning reflected her own family's understanding that
being fluent in English was a means for personal growth and professional gains.
Participant B's family had no knowledge of the English language, but her mother
encouraged her to look for opportunities where she could have more exposure to the
English language outside of the school setting. Participant B regretted not taking
advantage of her mother's willingness to provide for more exposure to the English
language. Nevertheless, as an adult, Participant B gained an understanding of the value
and importance that learning in Puerto Rico represented, and attributed part of that
perspective to her mother's views on second language learning. Participant C did not
receive encouragement or support from any of her family members, and learning English
was a topic that was not discussed at her home. It was noted that the family's
indifference towards the English language influenced Participant C's lack of interest to
learn it, even as an adult.
Studies conducted by Gottfried, Fleming, and Gottfried (1994) indicate that
support from home is very important for successful language learning. However, far
more important than speaking English is that parents and the immediate family members
value both the native language and English, communicate with their children in
whichever language is most comfortable, and show support for an interest in their
children's progress.
This study showed that participants' exposure to the English language or lack
thereof was a significant factor in how adult second language learners perceived their
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learning of English as a second language in Puerto Rico. Participant A was exposed to the
English language at school and at home. She was also exposed to the English language
through television programs, music, extracurricular activities, and socio-cultural events
with friends and family. As an adult, she continued to have favorable exposure to the
English language within her college experiences and at her workplace. Participant B's
exposure to the English language was limited to the classroom experience. She did not
receive exposure to the English language at home, but was exposed to limited English
language experiences with her cousins occasionally. Participant C's exposure to the
English language was limited to her classroom experience. She stated that in her school,
extracurricular activities, competitions, and other forms of activities were not commonly
given as a means to expose students to the English language.
This study reflected that socio-economic factors limited or enhanced the
participants' opportunities to come into contact with English outside the school
environment. Participant A recalled that while she and her family grew up in a rural
town, her family had the means to provide everything she needed to succeed
academically. This included providing opportunities at home where she could be
exposed to the English language. Participant A’s parents catered to whatever English
resources she wanted, including magazines, CDs, satellite television, and outings to the
movies. Nevertheless, she was well aware that her family's support and her exposure to
the English language was not the norm within many of the surrounding families or the
friends she knew. She claimed that the difference between her friends and her in learning
English as a second language was not a matter of attitude, but rather of a lack of exposure
that came as a result of their socio-economic background. Participant A further noted
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that even for some of these families, it was not even a matter of whether they wanted to
learn English or not, it was a matter of whether they could afford the resources that would
get them more exposure to English language experiences.
Participant B was given the option to change from a public school to a private
school. Her mother believed that a private education was going to provide Participant B
with the exposure and the educational experiences she needed to improve her English.
However, Participant B recalled that her mother could not afford to put her through
private school, even though her mother was willing to make the sacrifices. Nonetheless,
Participant B believed that had she made the decision of switching from public to private
education, she would have gained communicative competence in English as second
language and her circumstances would have been different.
Participant C did not emit any comments in regards to how her socio-economic
background affected her perceptions on learning English as a second language in Puerto
Rico. However, while taking about her childhood experiences, she did mention that in
her family, money was used for necessary things like clothes, food, and school materials.
Within the socio-culture context of Puerto Rico, participants found that Spanish
was used more often as the language of instruction inside the English classroom.
Participants A, B, and C mentioned taking English class 50 minutes a day for 5 days a
week as a required subject in the public schools they attended. All three participants also
mentioned that the language of instruction in the public schools they attended was
Spanish. The only subject that was to be taught in English was English. Nonetheless,
participants’ responses to what language of instruction was used in the English classroom
revealed that Spanish was more commonly used to teach English classes in the public
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schools. Only Participant A remarked that the language she remembered most being used
in English class was English, but this was not consistent all throughout her schooling
years.
Participant B and Participant C mentioned that the language used for instruction
was mainly dependant on the teacher, but that for the most part, teachers that did teach
English class in the English language did not require the students to communicate in
English. Participant B did, however, explained that only during her elementary school
years, she had an English teacher that taught the English class in English and expected
her students to speak to her in the second language.
It was also shown that teachers' attitude was a contributing factor to the
participants' perception on the learning of English as a second language in Puerto Rico.
Participant A articulated that her teachers were always encouraging her to learn the
language. She also described her experience learning English at post secondary level as
the best, and she attributed her positive attitude towards learning English and her success
in pursuing her post-secondary studies to her English professors. While Participant A
recalled having excellent teachers and engaged professors, Participant B's perception
regarding her teacher's attitude was markedly different. She perceived that her English
teachers were not engaged in her learning because they would not give her feedback on
her progress or on her work. On the other hand, Participant C perceived that what
influenced her perception on the learning of English as a second language was her own
disinterest, not her English teachers’ attitudes. However, she did state that some of her
English teachers would show more interest in their students’ learning than others, and
that this was a factor that affected to some degree her perception on learning English.
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Furthermore, participants' perceptions of their teachers' communicative
competency in the English language affected the way they perceived second language
teaching in Puerto Rico. Participant A's perception was that during her intermediate
years, her English teacher then was not the most competent in English oral production or
writing. She recalled her English teacher making perceivable mistakes in spelling,
pronunciation, and conjugation of verb tenses. Participant B had similar experiences to
that of Participant A. She recalled having English teachers whose pronunciation were
inadequate and difficult to understand and so resorted to Spanish-speaking practices
during English class as a means to be understood, even by those students who had
average to high proficiency levels in English. Participant C shared the same perception
as Participant A and Participant B. She perceived that some of her English teachers were
not fluent in speaking English and had difficulty being understood. She recalled having
several English teachers during her intermediate and secondary schooling who did not
have a perceivable mastery of the subject. In particular, Participant C recalled that one of
her high school English teacher was often corrected and laughed at by the students.
Another finding of this study revealed that participants' classroom learning
experiences in Puerto Rico emphasized rote learning and vocabulary instruction rather
than authentic learning. Studies conducted by Ausubel (1963), Brown (2007), Krashen
(1989), and Vygotsky (1986) support that language learning does not occur as a result of
the transmission of facts about language or from a succession of rote memorization drills.
It is the result of opportunities for meaningful interaction with others in the target
language. Participant A recalled reading short stories and discussing the story elements
of plot, setting, and characters. All three participants recalled that a lot of classroom
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instruction revolved around vocabulary lessons. Yet, all three participants concurred that
vocabulary lists were given in isolation, and lessons were limited to rote learning. That
is, participants were given vocabulary words with definitions for the purpose of
memorizing them and taking tests. Participant B recalled receiving a lot of vocabulary
lessons without any real connections to contextual readings or authentic learning
scenarios. She described her vocabulary lessons as rote learning experiences where the
teacher simply taught for a test. Other than reading and vocabulary lists, Participant A felt
that classroom experiences did not provide for developing writing opportunities in
English. She stated that during her elementary and intermediate school years, she was not
exposed to journal writing or creative writing such as poetry. Participant A stated that
she only remembered writing essays in English class when she was in high school, but
the opportunities were very limited.
Similarly, Participant B recalled that classroom experiences were limited to rote
learning, vocabulary, and a lot of copying from the board due to the lack of resources.
Participant B also described having occasional short readings and lessons related to the
readings, but she recalled never receiving significant feedback from the teacher. She
added that sometimes she would see her test, and sometimes she would not. Participant
C also perceived that classroom experiences were limited to rote learning and vocabulary.
Nonetheless, similar to Participant A, Participant C described being exposed to other
learning experiences involving reading in small groups, grammar instruction, and
opportunities for oral communication, such as debates and casual conversations.
Brown (2007), Cook (2001), and Larsen-Freeman (2001) assert that to ensure
positive results in the teaching-learning process of English as a second language, teachers
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need to be well prepared in using different approaches, techniques, and strategies
available based on new developments. They must adjust their strategies and techniques
to the needs of their students, addressing their students' specific learning styles and
strategies. Puerto Rico's Department of Education Circular letter 14-2013-2014 (2013),
Política pública sobre la planificación del proceso de aprendizaje, requires for teachers
to plan based on standards, grade-level expectations and performance objectives while
addressing all the levels of higher thinking that extend beyond memory, comprehension,
and application. In addition, Puerto Rico's Department of Education Circular letter No.
8-2013-2014 (2013), Política publica sobre el contenido curricular del programa de
inglés para todas las escuelas públicas elementales, intermedias y superiores which
stipulates the latest revisions made to the English program in Puerto Rico's Public School
System, outlines the techniques and activities that teachers should use to ensure
successful second language learning. These include scaffolding, reciprocal teaching,
critical thinking questions, direct instruction, sheltered instruction, hand-on experience,
oral cloze, think-pair-share, repetition and oral routines, small group discussions, and role
play. Upon examining Puerto Ricos' Department of Education Curricular Framework for
the English Program (2003), it was noted that during that time, the English program had
also placed an emphasis on cooperative learning, hand-on experiences, and project based
learning. The English Program back then also called for the use of authentic literary texts
in a literature-based curriculum where the use of music, poetry, storytelling, and role
playing were key to develop second language skills. However, it was interesting to note
that while the teaching techniques recommended by the Department of Education were,
and still are, based on constructivist and humanistic approaches, all three participants in
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this study perceived that their classroom experiences focused more on direct instruction,
repetition, and oral routines and less on authentic second language immersion
experiences where they could participate actively under the guidance of their ESL
teacher. Although there was a significant age difference among the participants, the
study also showed that all three participants' had similar classroom experiences.
This study also showed that participants were not exposed to learning scenarios
that held socio-cultural pertinence to them. All three participants identified socio-cultural
pertinence of English language instruction as a factor that affected the learning of English
as a second language within Puerto Rico's Public School System. Participant A stated
that one of the critical aspects of learning English to her was the relevancy the lessons
had to her social-cultural experiences. She recalled that reading selections taught in the
English class held little or no pertinence to the reality students experienced living in
Puerto Rico. She mentioned that it was difficult to make any connections with the
material being taught and what the students knew from their prior background.
According to Participant A, this inability for students to make a connection to their own
socio-cultural experiences often resulted in disinterest to participate and engage in
English learning.
Participant B also commented that while she did remember reading short stories,
the amount of reading was limited to the resources that were provided from the
Department of Education. As stated by Participant B, the reading selections teachers
selected from these literature books held no pertinence to her socio-cultural experience.
Participant C perceived that classroom experiences, particularly those concerned with
reading and oral communication, were not current or motivating to her. She believed that
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classroom experiences that revolve around students' own experiences and interests were
ways of motivating and engaging the student into speaking and learning English, but that
these types of connections to students' personal experiences did not occur in any of her
English classes.
In addition, participants did not have sufficient resources, mainly textbooks and
reading supplements, to use in the English classroom. All three participants recalled the
limited amount of resources they had in the English classroom and in particular, the
limited access students had with English books. All three participants claimed that this
was due to the fact that in Puerto Rico's public schools, the English books or English
resources were for all the students of the same grade level to share. In addition, the
books and resources were not allowed to be taken home and were to remain all the time
in the classroom in order to serve all the population of English students per grade that
stepped into that classroom. Participant B's perception was similar to Participant A.
Participant B attested to the limited resources that were available for students in English
class and added that if teachers did not resort to making copies for everyone in class, then
students could not complete their work. Participant B commented that the books made
available to them by the Department of Education were outdated textbook editions in
poor conditions. Participant C also perceived the lack of resources for students in the
English classroom and added that the Department of Education was in need of revising
the English curriculum to include updated resources that were in tune with current and
pertinent issues for the second language learner.
A finding of this study linked intrinsic and instrumental motivation as
contributing factors to the ways participants perceived learning English as a second
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language in Puerto Rico. In motivational terms, educators need to understand whether
English in Puerto Rico for a second language learner is learned for integrative or
instrumental purposes. Originally, English was seen as a vehicle to integrate Puerto
Ricans into American culture. A century later, English is still perceived as such, and
thus, learners ascribe to the instrumental purpose for learning the language (Pousada,
2000).
To Participant A, learning English was something she wanted to do because she
had an inner drive. She loved the language because she found it easy to learn. Although
her family support and the exposure she received in English allowed her to see the second
language as a tool for progress, it was clear that Participant A was also intrinsically
motivated. She said no one influenced her to learn the language. She wanted to learn
English because she was interested in learning a second language. Participant B's
motivation was all about the grade. She recalled not giving any thought to whether she
was learning English or not. To her, she did everything she was asked to do and studied
for her tests, but only as a means to maintain her good grades and her status as an honor
student. Similar to Participant B, Participant C was not interested in learning English
except for passing her classes and maintaining good grades.
An additional finding of this study showed participants' perceptions on the
learning of English as a second language in Puerto Rico was influenced by their cultural
ties to their vernacular. Within the socio-cultural context of Puerto Rico, it was
particularly noted that all participants had as their cultural marker their vernacular, the
Spanish language. Likewise, for all three participants, English was not considered an
official language of Puerto Rico. However, Participant A did not perceive Spanish as an
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exclusive marker of Puerto Rican identity. Her perception was that knowing both
languages was tied to learning not to cultural roots. Participant B did express that
Spanish in Puerto Rico was a marker of cultural identity, but so was English because of
how much it was present in our surroundings and how many English words were already
incorporated to our Spanish lexicon. Participant C also perceived language as being a
cultural marker. However, in her case, Participant C identified only the Spanish language
as a cultural marker of her Puerto Rican identity.
A final finding of this study reflected that participants' sense of fear towards being
ridiculed enhanced or hindered their perceptions toward learning English as a second
language. Participant A explained that she did not fear speaking English in front of
anybody. To her, speaking English around others came naturally. Nonetheless, she
explained that she felt very comfortable speaking the English language because she was
never made fun of, ridiculed, or looked at differently by anyone at school or at home.
Participant B’s experience was quite different. She explained that because she had very
little exposure to the English language at home and at school and had not learned how to
speak it well, she began to fear making mistakes or being made fun at. Participant B
claimed witnessing this behavior from classmates and teachers in the classroom and
stated this to be one of the reasons she did not feel comfortable speaking English.
Participant C perceived that fear of speaking the language and being ridiculed was not
something that affected her perception towards learning a second language. She did
acknowledge that in school her friends would laugh and make jokes in relation to the
English language, but perceived that it was not intentional or hurtful to anyone.
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Research Question 3
What role do socio-cultural experiences play on the attitude of learning English as
a second language in Puerto Rico?
The findings of this study reflected that participants' attitudes towards learning
English as a second language in Puerto Rico were shaped by their environment, family,
friends, educational experiences, and exposure to the English language outside the school
environment. These findings were consistent with Brown's (2000) assertions that
attitudes are the result of parents' and peers' attitudes, of contact with people who are
different in any other ways, and of interacting affective factors in the human experience.
Participant A's attitude on learning English as a second language was positive.
She attributed her positive attitude towards the English language to the influence her
teachers and her family had upon her in understanding that being bilingual could provide
for many opportunities to develop as a professional. As to the role socio-cultural
experiences play on the attitude of learning English as a second language in Puerto Rico,
Participant A stated that these were shaped by the experiences one had with the language,
by the needs one had for learning English, and by the support of family and friends.
Participant A asserted that in her case, all three aforementioned factors were influential in
her positive attitude towards learning English in Puerto Rico.
Participant B's perception about the role socio-cultural experiences play on the
attitude of learning English as a second language in Puerto Rico were also reflected in her
statements. Similarly to Participant A, she believed that the classroom environment and
the learning experiences provided by the teachers played a significant role in her attitude
towards English. However, in Participant B's case, she did not have the same support
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from her family and friends because they too were limited in English proficiency and
could not provide for significant opportunities for her to engage in English
communication. According to Participant B's perception, the lack of exposure to socio-
cultural experiences made a negative impact on her attitudes towards learning English
which, in turn, led her to increasing levels of frustration at her inability to understand,
speak, read, and write English. Participant B's realization that her dreams of becoming a
doctor or pharmacists were not attainable because of her language barrier, just added her
growing resentment towards the English language.
Participant C's perception of socio-cultural experiences in Puerto Rico also played
a negative role on her attitude towards learning English as a second language. Similar to
Participant B, she based her perception on the limited exposure to the English language
that she encountered at school and at home. Participant C attributed this to the lack of
supervision in the English classroom in Puerto Rico's Public School System and the poor
leadership of governmental agencies in promoting English enriched socio-cultural
experiences on the Island.
Both Participant B's and Participant C's negative attitudes towards learning a
second language shaped by their individual circumstances, were consistent with Gardner
and Lambert's (1972) extensive studies on the effects of attitudes towards language
learning where it was found that negative attitudes may lead to decrease motivation and
because of decreased input and interaction, to unsuccessful attainment of proficiency.
Research question 4
How do socio-cultural experiences affect the learning of English as a second
language in Puerto Rico?
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The findings of this study showed that participants' perceptions of how socio-
cultural experiences affected the learning as a second language in Puerto Rico were
directly linked to the role socio-cultural experiences played on their attitudes towards
learning a second language. Thus, the findings to research question 4 correlated to
participants' perceptions that opportunities for exposure to the English language, or the
lack thereof, within Puerto Rico's socio-cultural experiences, affected their positive or
negative attitude towards learning English as second language in Puerto Rico.
Nonetheless, participants also stated that limited opportunities for oral communication in
the second language and an emphasis on rote learning affected the learning of English in
Puerto Rico.
All three participants revealed their perceptions regarding the effects of socio-
cultural experiences in Puerto Rico on the learning of English as second language in their
reflexive journal entries, and the findings were consistent with the experiences they had
shared in their interviews. Participant A's perception again emphasized the limited
exposure and limited opportunities second language learners had to immerse themselves
in oral production. She believed that Puerto Ricans' use of their vernacular was
predominant within the socio-cultural experiences they encountered at work, at home, or
within the society, and that this limitation of English exposure or opportunities for oral
communication in the second language, affected the learning of English as a second
language in Puerto Rico.
In addition, Participant A perceived that teachers in Puerto Rico's Public School
System placed too much emphasis on teaching strategies that involved rote memory, thus,
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limiting the opportunities for students to put English into context and engage in authentic
learning experiences where English could be used and understood.
Similarly, Participant B perceived that limited opportunities for exposure to the
English language within the socio-cultural context of Puerto Rico affected the learning of
English in Puerto Rico. In her experience, she was able to learn English as an adult only
after being immersed in an English speaking environment at her workplace. Participant
B was adamant when stating that what she had not learned in twelve years of schooling
plus four more years in college, she was able to learn in five years by being immersed
daily in opportunities where she had to listen, read, and respond in English to
communicate. In light of her experience learning English as an adult, Participant B's
perception was that the more exposure second language learners have to the English
language, the easier it would be for them to assimilate and to learn English.
Likewise, Participant C also reflected in her journal entry how the limited English
exposure within Puerto Rico's socio-cultural experiences affected the learning of English
as a second language. Not only did Participant C perceive the need for promoting the
English language through community and cultural activities, but she also perceived the
need to revise the English curriculum at all levels to include learning experiences that
hold pertinence to the socio-cultural experiences of Puerto Ricans.
Research Question 5
How can English education in Puerto Rico's Public School System improve in
light of the socio-cultural experiences second language learners in Puerto Rico
encounter?
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In light of the socio-cultural experiences all three participants encountered, the
findings of this study showed the need for pertinence in educational experiences, the use
of alternate assessments and teaching approaches, the need for professional development
of English teachers, the amount of English exposure inside and outside the classroom
environment, the elimination of political ties in the Public School System, the availability
of resources, and the integration of technology to improve English education in Puerto
Rico.
Participant A was emphatic on her perception that the future of English as a
second language on the Island depended mainly on changing the way English was
approached in the classroom. Participant A noted that using Spanish to teach English
was very common in the Public School System, and that this practice limited many
students who would not have any other exposure to the second language other than in the
educational setting. To improve English in Puerto Rico, Participant A established as a
priority that English classes had to be taught in English. Furthermore, her perception was
that the Public School System was in need of English resources that could provide
students with authentic learning opportunities that held pertinence and relevancy to
Puerto Rico's socio-cultural experiences.
Participant B shared a similar perception regarding the future of English as a
second language in Puerto Rico. Her perception was that Puerto Rico's Public School
System needed to provide more educational and cultural experiences that could expose
students to authentic uses of English. For Participant B, the future of English on the
Island was also dependant on the educators' capacity to open up to opportunities where
both teachers and students could motivate and learn from each other.
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In regard to improving English instruction in Puerto Rico's Public school system,
all three participants identified the use of alternative assessments and teaching strategies
as key to improving English instruction on the Island and change the way students
perceived second language learning in Puerto Rico's Public School System.
Participant B's perception on improving English education in Puerto Rico was
based on three premises: the need to revise the English curriculum to make English
learning more attractive to students, the need to provide students with learning
experiences where they can have more exposure to the second language, and the need to
have English teachers that were engaged with the teaching of the English language. To
achieve this, Participant B added that Puerto Rico's Department of Education needed to
provide English educators with resources, books, and materials that integrated technology
and other forms of media. According to Participant B's perception, this was needed to
make the English classroom more attractive to students who stepped into the classroom
and were already reluctant towards learning a second language.
Participant A's and Participant B's perception reflected that Puerto Rico's Public
School System was too politicized, and that political appointments to school leadership
positions affected any progress that had previously been made in regards to English
instruction or policies. Participant A's perception was that politicians in Puerto Rico
were not prioritizing education. She referenced the revision of teacher's retirement plan
as the current focus of politicians’ efforts in times of our country's economic crisis. Like
Participant A, Participant B recommended that to improve Puerto Rico's Public School
System, the Department of Education had to detach itself from political innuendos that
resurfaced every four years during elections time.
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In addition, Participant B's reflexive journal entry also reflected that to improve
English education in Puerto Rico's Public School System, teacher preparation, and use of
the English language in the classroom needed to be addressed. However, she also
revealed that Puerto Rico's Public School System needed to detach itself from political
ties and bureaucratic practices in order to focus on the social realities our Island was
facing. Furthermore, Participant B and Participant C suggested that public schools in
Puerto Rico needed to invest in its infrastructure to be at the vanguard with technological
advances and needed to provide students with experiences where they can be motivated
to learn English.
Participant C's reflexive journal entry revealed a perception that coincided with
Participant A and Participant B. She asserted that to improve English instruction in
Puerto Rico's Public School system, the curriculum needed to incorporate more activities
aimed at promoting the use of the English language and at motivating students to engage
in English learning. Participant B's and Participant C's perceptions were that English
instruction was not being offered in a way that students found enjoyable. Participant C
believed that incorporating music and art to the teaching of English as a second language
and integrating English learning with daily activities needed to be considered to improve
English instruction in Puerto Rico's Public School System.
Summary
The findings presented in this chapter represent English as a second language
adult learners' perceptions about their language learning experiences within the socio-
cultural context of Puerto Rico. In this group of adult second language learners,
participants stated their point of view on the phenomenon in questions based on the
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personal experiences they encountered with friends, family, and their environment during
their academic and professional life. All three participants identified socio-cultural
factors that affected their attitude and overall perceptions of learning English in Puerto
Rico. In addition, participants discussed how English as a second language instruction in
Puerto Rico's Public School System can be improved in light of the individual socio-
cultural experiences each encountered on the Island.
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CHAPTER V
DISCUSSION
Over the years, second language learning theorists have placed special attention to
how learning a second language is acquired or influenced by the social-cultural context of
the learner. Studies conducted by Ausubel (1963), Brown (2007), Dulay, Burt, and
Krashen (1982), Fromkin, Rodman, and Hyams (2003), Lightbrown (1986), and
Vygotsky (1986) support the notion that effective second language learning needs to be
given in meaningful contexts that hold pertinence and relevancy to the second language
learners' socio-cultural experiences. Yet, in light of the Puerto Rican socio-cultural
context, it can be said that many students are not exposed to sufficient second language
experiences that carry enough meaning to fully accept English as part of their culture, and
this affects the way they perceive learning English as a second language on the Island
(Navarro- Rivera, 1999; Negrón de Montilla, 1975; Torres-González, 2002; Velázquez,
2013). This feeling of language uncertainty lingering in our educational system accounts
for a 90% of Puerto Rico's population not mastering English at proficient levels (Cordero,
2013). The question was, why?
Thus, the purpose of this research was to study the phenomenon of learning
English as a second language within the social cultural context of Puerto Rico from the
perspective of adult second language learners. The study identified the perceptions of
adult second language learners regarding their acquisition of English within Puerto Rico's
socio-cultural context, the factors that contributed to the participants' perception of
learning English on the Island, the role socio-cultural experiences played on the
participants' attitude towards learning English, the effect socio-cultural experiences had
155
on the participants’ second language learning, and the need for improving English as a
second language instruction in Puerto Rico in light of the Participants' socio cultural
experiences.
Conclusions
After an in-depth review of literature and a comprehensive analysis of the
findings in light of this study, this researcher has come to the following conclusions
regarding English as a second language adult learners' perceptions on the learning of
English as a product of their socio-cultural experiences in Puerto Rico:
1. Family positive or negative support affects learners of English as a second
language in Puerto Rico.
2. Exposure to the English language, socio-economic background, use of English
as the language of instruction, teachers' attitudes, teachers' communicative
competence and preparation, learning experiences in the English classroom,
classroom resources, socio-cultural pertinence, intrinsic or instrumental
motivation, cultural identity, and fear as socio-cultural factors affect learners
of English as a second language in Puerto Rico.
3. Positive socio-cultural and socio-educational experiences lead to a positive
attitude about the learning of English as a second language in Puerto Rico.
4. Negative socio-cultural factors and socio-educational experiences lead to a
negative attitude about the learning of English as a second language in Puerto
Rico.
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5. Learning English as a second language in Puerto Rico is based on the need
learners have for the use of English, the motivation they have to learn it, and
the importance they give to the second language.
6. Within the socio-cultural context of Puerto Rico, English is needed for
academic purposes, professional opportunities, and personal growth.
7. English is a necessary tool for communication within the socio-cultural
experiences in Puerto Rico.
8. The socio-educational experiences learners encounter in Puerto Rico's Public
School System does not prepare them for college.
9. More exposure to the English language within the school setting and at home
are necessary for the development of learners' second language proficiency.
10. Classroom experiences hold little pertinence and relevancy to learners' Puerto
Rican culture and make no connection to their socio-cultural experiences as
second language learners in Puerto Rico.
11. The use of the English language is not always used to teach English.
12. Teaching strategies used in the English classroom are commonly based on
rote-learning and not on authentic learning experiences.
13. Learners' socio-economic background limited their opportunities to have more
exposure to the English language.
14. English as a second language teachers do not employ effective teaching
strategies that motivate and engage students to learn the language proficiently.
15. English classrooms in Puerto Rico's Public School System do not have
sufficient resources for learners to use.
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16. Both Spanish and English are markers of learners' cultural identity.
17. Fear of being ridiculed or made fun of is a factor contributing to students'
negative perception on their learning of English as a second language in
Puerto Rico.
18. Educational and political leaders are key components in providing learners
socio-cultural and educational activities that promote opportunities for the use
of English as a second language in Puerto Rico.
19. The future of learning English in Puerto Rico's Public School System will
continue to face many challenges.
20. As a result of their socio-cultural-educational experiences in Puerto Rico,
learners do not learn English well enough to consider themselves bilingual,
even after approximately twelve years of schooling in the Public School
System.
Based on the findings of this study, the researcher concluded that English as a second
language adult learners' perceptions are influenced by their socio-cultural experiences in
Puerto Rico.
Implications
The findings are the results of a study with a limited number of participants. The
researcher does not wish to imply that the perceptions of the participants represent the
beliefs of the majority of Puerto Ricans. However, the present study and its findings do
open the doors to future research into the topics of learning English as a second language
within the socio-cultural context of Puerto Rico.
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There are several other implications stemming from this research investigation on
English as a second language adult learners' perceptions about language learning as a
product of their socio-cultural experiences in Puerto Rico. No matter what the classroom
context, every second language student has a prior history that includes a range of socio-
cultural influences from both their first and second language social and educational
experiences. Some of these factors will never be accessible to the teacher, but some
questions about interests and classroom experiences, prior educational background, home
background, and learning goals can provide teachers with a better sense of how second
language learners will perceive their experiences upon entering the classroom.
There are several instructional implications for the classroom that stem from this
research investigation. The need for diagnostic assessment tasks at the beginning of an
academic year are crucial in providing English teachers with information that could
enhance instructional practices and support students' second language learning. Thus, it
is important for English teachers in Puerto Rico to find out the extent of students'
exposure to second language opportunities and their level of motivation and interest in
learning a second language. This implies that teachers will need to consider how to
address students' interests in second language learning. Giving students the opportunity
to engage in group activities, role play, and oral communication provides opportunities
for students to work together and for students with higher English proficiency levels to
help support students with lower English proficiency levels in specific learning tasks.
Another implication of exploring the perspective of English as a second language
learners' experience learning English within the social context of Puerto Rico is an
imperative need to recognize that many students may not have an adequate exposure to
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English as a second language with reading texts, nor enough opportunities for extensive
listening and practices in oral communication. Many students may not have access to
interesting and stimulating books or other material to read in their homes. They may not
encounter opportunities to engage in comprehensive listening of the English language or
time for substantial reading in classes. They may have limited access to class or school
libraries, a tutor, cable television, or a radio that tunes to English music. They may not
have a positive experience in the second language or been encouraged to read materials
that match their own interests. It is more than likely that students with low motivation
and low interest are missing socio-cultural experiences that could make a difference to
their attitudes and motivations towards English learning in Puerto Rico.
At another level, students may not have had many experiences in making a
connection between those socio-cultural experiences that are meaningful to them with
what they are being taught in the target language, particularly in relation to texts. What
second language learners understand from their reading, how they can interpret the
information based on their socio-cultural experiences, and how conversations in English
can be initiated around what they have read and what they have experienced socio-
culturally can provide significant new experiences for second language learners to feel a
cultural connection with the English language.
To do so, educators have to link second language learners' socio-cultural
experiences with what they read, write, listen, or speak. There is a need for second
language learners to feel a sense of cultural pertinence when exposed to English.
Relevancy of the target language to second language learners' socio-cultural experiences
allows them to acknowledge that they live in a culture that can harmoniously assimilate
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another without losing their cultural identity. Thus, finding authentic texts of the right
length, the right level of comprehensibility, and with an accessible degree of cultural
reference can be a determining factor when teachers need to develop relevant and
interesting activities that will make the most effective use of them (Bell & Gower, 1998;
Grabe, 2009, Muñoz, 2011).
Furthermore, English educators need to learn how to have open interactions with
their students in the target language using instructional materials that can provide for
authentic second language learning. Rote learning based on the memorization and
recitation of concepts are not the most appropriate modes of language use in the second
language classroom. Teachers need to move toward more richly interactive and creative
language uses such as those found in instructional conversations, role play, music,
performances, media, and technology.
Another implication of exploring the perspective of English as a second language
students' experience learning English within the social context of Puerto Rico relates to
motivation. It becomes clear that many different groups of second language learners
from different social contexts, generate very different profiles of motivation for language
learning that draws on Gardner's (1959) and Gardner and Lambert's (1972) studies on
integrative (condition resulting in an inner desire to integrate into the culture of a second
language) and instrumental motivation (condition resulting in the anticipation of rewards
such as grades and academic purposes). Many students placed within a second language
context may be influenced by academic and classroom factors that draw on goals,
attributions, interests, and self-efficacy (Dörnyei, 1998; Gardner, 1959; Gardner &
Lambert, 1972; Grabe, 2009). Thus, it becomes necessary for English teachers to
161
delineate students' abilities and ensure that students regularly experience success in their
second language learning processes. Teachers also need to encourage some degree of
student autonomy and choice in their instruction as part of this learning engagement.
Finally, English teachers need to support students in a range of collaborative activities
that build student-student and teacher-student relationships.
The use of an interesting text can also help to increase the motivation level of
students in the classroom. Many English as a second language texts being used in Puerto
Rico's Public school system often contain material which fails to capture the interest of
students due to the heavy emphasis on vocabulary and grammar. Nonetheless, numerous
texts aimed at exploring second language learners socio-cultural experiences can be
found and utilized to provide second language learners an opportunity to engage in
meaningful and authentic second language experiences. Such texts contain topics which
can create a great deal of classroom interaction and help to motivate students to develop
their second language skills (Muñoz, 2011). It is important for the English educator to
take advantage of such discussion topics and help students to realize that, even though
they may see no need to become proficient in a second language, the study of another
language and culture can only enhance their perception and understanding of their own.
Furthermore, there is a growing need for comprehensive studies to be initiated on
the number of socio-cultural factors that affect second language learning on the Island.
The PR state government and US federal government provide millions of dollars a year
on educational resources that are targeted for programs such as Head Start, Reading First,
and Title 1 that entail having an English language component. Yet, the 2000 U.S. Census
painted a less than reassuring picture when it reported that a significant number of young
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adults in PR do not consider themselves to be bilingual (Lugo-Colón, 2007). Since this is
the case, PR is in danger of being perceived as ineffectively managing its English
language resources unless the statistics in reference to bilingualism are not turned around
(Maldonado, 2000).
Final implications that stem out of this investigation concern the need for ongoing
English curriculum revisions. It is interesting to note that Puerto Rico's ESL curriculum
has continued to evolve over the decades and is now considered a model for other
countries to follow (PR Department of Education, 2006). According to Lugo (2007), the
PR Department of Education has integrated the latest content and performance standards
to meet the most rigorous inspection of accreditation agencies. However, if students are
graduating from high school with minimum communication skills in English, then there
is a genuine need for English stakeholders to ask themselves: What is happening in
Puerto Rico's English classrooms?
ESL curriculum designers and English teachers in PR need to begin the process of
identifying the major socio-cultural factors that influence second language learning.
Many of these factors can be targeted in order to lessen their effect on language learning.
Yet, not all factors that are uncovered are negative. Therefore, all socio-cultural factors
need to be considered in light of the second language learners' experiences as a whole and
not in isolation in order to better understand how they affect second language learning in
Puerto Rico.
Puerto Rico is too closely linked with the English-speaking US for this Island not
to have a majority of high school students identified as being bilingual. These are the
students that have attended the Island’s elementary, intermediate, and secondary school
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grades and have been able to advance with the resources of Puerto Rico's comprehensive
English as a second language program. While not all students will master a second
language, it is imperative that the English as a second language curriculum be
implemented in a more effective way that benefits the students and satisfies their second
language learning needs within the socio-cultural experiences they encounter on the
Island.
Recommendations
The phenomenon of learning English as a second language within the socio-
cultural context of Puerto Rico will always be a topic of great importance for educational
leaders, teachers, and second language learners on this Island. As one cannot separate
language from culture or culture from language, the same holds true of teaching and
learning. Learning cannot be defined apart from teaching; therefore, understanding the
perceptions of second language learners in Puerto Rico regarding their experiences
learning English on the Island allows educators to reflect on the teaching styles,
approaches, methods, and classroom techniques that are most effective for our second
language learners based on their individual socio-cultural experiences. As the intricate
web of socio-cultural factors spins around second language learning, educators have to
pause for a minute and think, what am I missing? How can I contribute to my students’
experiences in learning a second language? From the analysis of the findings, the
following recommendations are proposed:
1. Provide families and second language learners cultural activities within their
communities that promote the use of English. Because culture and language
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are intertwined, second language learners on the Island need to make authentic
connections of the target language to their own culture.
2. Provide support centers for second language learners where they can make use
of English resources made available to them for enriching reading, writing,
and oral communication competencies.
3. Provide workshops on effective practices, strategies, and methods for English
as a second language teachers to employ in their classroom instruction.
4. Revise the PR Department of Education's ESL curriculum in order to align its
educational philosophy with policies related to current practices for teaching
English as a second language in authentic second language settings.
5. Invest in resources aimed at addressing the concerns, needs, and perceived
goals of second language learners who are living in an era of economic crisis.
Education is one of the best ways to break the cycle of poverty. Therefore, we
have to invest on it. The incorporation of World Englishes and informational
technology is on the forefront of educational processes. It becomes necessary
for stakeholders, facilitators, and teachers to empower English as a second
language students with resources that are aimed at their personal and
professional successes.
6. Provide English resources, such as textbooks and reading materials that are
relevant to the second language learner in Puerto Rico and that hold
pertinence to the socio-cultural experiences encountered on the Island.
7. Establish Public Schools as centers for field experience and practice teaching
for university students that have a commitment toward the teaching
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profession. English as a second language facilitators that are currently in the
Public School System should demonstrate their commitment to guiding and
mentoring new teachers by enrolling in certification classes that will empower
them to be models of best-practices in the English as a second language
classroom. The teacher candidates need to enter the field experience and
practice with innovative ideas that enhance the current ESL curriculum.
8. Conduct further research where the perceptions concerning the attitudes and
motivation of second language learners and their link to socio-cultural factors
can be more fully documented. This study was limited to three participants
from the Public School System, but it would be beneficial to include more
participants from all Public sectors of the Island in order to have a wider
understanding of the perspectives that English as a second language learners
have regarding their English learning. Further studies should include
participants of different social classes, ages, and gender.
9. Conduct further studies comparing the perceptions of English as a second
language learners from private schools to those in public schools in light of
the socio-cultural experiences each group shares.
10. Conduct further research studies on the way English language is taught. This
study focused on the perception of English as a second language learners
concerning their learning. A deeper understanding of the socio-cultural
factors that affect English as a second language learners can be reached by
examining the perceptions of the ESL educator concerning the learning and
teaching practices of English on the Island.
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Final Thoughts
In my experience teaching English as second language in Puerto Rico, I have
come across many moments of tremendous joy and satisfaction and many others of
desperation and frustration. With all the planning and preparation that goes into teaching
and all the experiences that as educators we learn to balance, at the end of the day, I know
that it is all worthwhile.
In retrospect, however, there were many instances where I had to question the
very nature of what I did in the English classroom, particularly when working with
students that had entered college with very low English proficiency levels. I had to
wonder, Why? Why don't these students understand me? Why haven't they learned after
approximately twelve years of English instruction? Who is failing who? What I realized
shortly after, was that it was I who did not understand them. This research investigation
came as result of my responsibility as an English educator to understand the English
phenomenon in Puerto Rico from the viewpoint of those second language learners' who
sit in my classroom lost in translations wondering how I was going to make a difference.
The results of my investigation did not give me definite answers, though. I wasn't
expecting it to magically reveal the perfect formula for second language learning in
Puerto Rico. Nevertheless, it did shed tremendous understanding of those socio-cultural
experiences that affect second language learners' attitudes towards the learning of English
in Puerto Rico.
I am aware that not all these students want to work as hard as I think they should
to master a second language. I am also aware that second language learners not all have a
realistic awareness of the need for English in their future. However, knowing what
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social-educational-cultural -political forces constitute their perceptions on English, allows
me as an educator to become more sensitive to the individual needs of my second
language learners. This alone, has empowered me to help students become aware of their
identities and the processes they must go through while participating in the larger
conversation of what it means to be a Puerto Rican and a speaker of English as a second
language.
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APPENDIXES
180
Appendix A
HIPPA, IRB, and RCB Certification
181
Appendix B
Certification of Approval from IRB
182
183
Appendix C
Collaboration Request for Revision of Questions to Select Convenience Sampling
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Date: ___________________________
Professor's Name: ______________________ Area of Specialty: ________________
Department: ______________________ University: ______________________
RE: DOCTORAL DISSERTATION COLLABORATION REQUEST
Dear Professor, ______________________________
As a requirement for my doctoral dissertation. I am requesting your collaboration to participate in
the study title: English as a Second Language Adult Learners' Perceptions About Language
Learning as a Product of their socio-cultural experiences in Puerto Rico. Your participation is
exceptionally important in order to carry out specific research-oriented academic tasks. Your
collaboration with this dissertation project encompasses the following:
1. Revision and validation of document: Questions to Select Convenience Sampling
2. Revisions are expected in the areas of content, format, and editing of the instrument
3. Communication/feedback with the researcher
Your unconditional academic support to collaborate in this study will be wholeheartedly
appreciated by this researcher. You can accept/confirm your consent of participation by signing
and dating the Research Collaborator's acceptance below.
_____________________________ _________________________
Professor's Signature, Date
Research Collaborator
_____________________________
Maritere Cardona Matos,
Researcher and Doctoral Candidate
184
Appendix D
Collaboration Request for Revision of Interview Guide Questions
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Date: ___________________________
Professor's Name: ______________________ Area of Specialty: ________________
Department: ______________________ University: ______________________
RE: DOCTORAL DISSERTATION COLLABORATION REQUEST
Dear Professor, ______________________________
As a requirement for my doctoral dissertation. I am requesting your collaboration to participate in
the study title: English as a Second Language Adult Learners' Perceptions About Language
Learning as a Product of their socio-cultural experiences in Puerto Rico. Your participation is
exceptionally important in order to carry out specific research-oriented academic tasks. Your
collaboration with this dissertation project encompasses the following:
1. Revision of document: Interview to Participants on their Perceptions About
Language Learning as a Product of their Socio-cultural Experiences in Puerto Rico.
2. Revisions are expected in the areas of content, format, and editing of the instrument
3. Communication/feedback with the researcher
Your unconditional academic support to collaborate in this study will be wholeheartedly
appreciated by this researcher. You can accept/confirm your consent of participation by signing
and dating the Research Collaborator's acceptance below.
_____________________________ _________________________
Professor's Signature, Date
Research Collaborator
_____________________________
Maritere Cardona Matos,
Researcher and Doctoral Candidate
185
Appendix E
Collaboration Request for Revision of Reflexive Journals
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Date: ___________________________
Professor's Name: ______________________ Area of Specialty: ________________
Department: ______________________ University: ______________________
RE: DOCTORAL DISSERTATION COLLABORATION REQUEST
Dear Professor, ______________________________
As a requirement for my doctoral dissertation. I am requesting your collaboration to participate in
the study title: English as a Second Language Adult Learners' Perceptions About Language
Learning as a Product of their socio-cultural experiences in Puerto Rico. Your participation is
exceptionally important in order to carry out specific research-oriented academic tasks. Your
collaboration with this dissertation project encompasses the following:
1. Revision and validation of document: Reflexive Journals
2. Revisions are expected in the areas of content, format, and editing of the instrument
3. Communication/feedback with the researcher
Your unconditional academic support to collaborate in this study will be wholeheartedly
appreciated by this researcher. You can accept/confirm your consent of participation by signing
and dating the Research Collaborator's acceptance below.
_____________________________ _________________________
Professor's Signature, Date
Research Collaborator
_____________________________
Maritere Cardona Matos,
Researcher and Doctoral Candidatee
186
Appendix F
Informational Letter/ Hoja Informativa
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Information about Being in a Research Study
Informational Letter
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Description of the Study and Your Part in It
Maritere Cardona Matos, Principal Investigator, and Dr. Maria Antonia Irizarry, Mentor and
adjunct professor from the Ana G. Mendez University System (AGMUS), are inviting you to take
part in a research study. The Principal Investigator, Maritere Cardona Matos, is a Doctoral
candidate for the Graduate School of Education at Turabo University and works as a secondary
English teacher at The Palmas Academy. The purpose of this research is to determine adult
second language learners' perceptions (opinions, atittudes, and experiences) regarding the
learning of English as a second language within Puerto Rico's socio-cultural context.
Your participation in this investigation consists of responding to a set of questions which will
determine if you meet the criteria needed for the selection of a convenience sample needed for the
study. That is, you are legal of age, have resided in Puerto Rico during your entire life, have
studied English in a public school in Puerto Rico up to your twelve grade completion, have the
disposition and willingness to share your language learning experiences in audio-taped
interviews, and you hold no direct or indirect relation with the Principal Investigator.
There is a total of 16 questions for you to respond to. Responding to these questions will take you
approximately 10 to 15 minutes. Questions are provided in English and Spanish for your
convenience. Responses, if applicable, may be given in the language of your choice, English or
Spanish.
Risks and Discomforts
There can be certain minimal risks or discomforts that you could experience while responding to
these questions. These could include tiredness, irritability, hunger, or headaches, among others
commonly encountered in daily lives activities. Nevertheless, in the event that you are not in full
disposition to continue, the researcher will proceed to dispose of your question sheet upon
immediate availability to a paper shredder.
187
Possible Benefits
If you are selected as a participant to this study, the researcher does not know of any way you
would benefit directly from this research study. However, this research may help you understand
the opinions, attitudes, and experiences of adult second language learners regarding the learning
of English as a second language within the socio-cultural context of Puerto Rico. Educational
institutions could benefit from the findings of this study by reevaluating curricular guides,
examining new strategies for the teaching of English as second language in Puerto Rico, and
prioritize teacher training for the ESL learner in Puerto Rico, among others.
Incentives
There are no incentives being offered for responding to the questions for the selection of the
convenience sampling.
Protection of Privacy and Confidentiality
The Principal Investigator will uphold to the regulations stipulated by the IRB, RCB and Law
HIPPA in order to guarantee your well-being, safety, and privacy. Under no circumstances, will
collected information be discussed to third parties. Only the Principal Investigator will have
access to the raw information that may directly or indirectly identify you as a participant for this
study. Questions that are used to select the convenience sampling will not be stored and will be
shredded immediately following your selection or non-selection as a participant. The Principal
Investigator will be the sole custodian of all the collected information for the selection of the
participants.
Choosing to be in the Study/Research
Your participation in responding to the questions to determine your eligibility for this study is
completely voluntary. You may choose not to take part, and you may choose to stop completion
of the questions asked in the form. If at any moment during or after completion of the questions
to select the convenience sampling, you do not wish to continue, respect of your decision will be
granted and any information that had already been provided will be disposed of through a paper
shredder upon immediate availability.
Contact Information
If you have any questions or concerns about this study, or if any problems arise, please contact
Maritere Cardona Matos, [email protected], (787) 602-5662/ (787) 850-9130.
If you have any questions or concerns about your rights in this research study, please contact the
AGMUS Office of Regulatory Compliance (ORC) at 787-751-3120 at [email protected].
A copy of this form will be given to you.
188
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Información para participar en una investigación
Hoja Informativa
English as a Second Language Adult Learners' Perception about Language Learning as a
Product of their Socio-cultural Experiences in Puerto Rico
Descripción de la investigación y tu participación en el mismo
Como parte de los requisitos para la otorgación del grado Doctoral de la Escuela de Educación,
Programa de Estudios Doctorales de la Universidad del Turabo en Gurabo, Puerto Rico, yo,
Maritere Cardona Matos, estoy llevando a cabo una investigación sobre la perspectiva (opiniones,
actitudes y experiencias) de adultos acerca la enseñanza y aprendizaje del Inglés como segundo
idioma dentro del contexto socio-cultural de Puerto Rico. El propósito de esta investigación es
poder describir y analizar la percepción que tienen los adultos en cuanto a la enseñanza del inglés
como segundo idioma en la Isla en un esfuerzo de entender a profundidad el fenómeno del
lenguaje en la Isla.
Su participación en esta investigación consiste en responder a una serie de preguntas las cuales
fueron diseñadas para recopilar la información necesaria para determinar su elegibilidad para
colaborar en el estudio de investigación, según los criterios establecidos por la naturaleza del
mismo. Estos son: ser mayor de edad, haber vivido en Puerto rico durante toda tu vida, haber
estudiado hasta undécimo grado en el Sistema Público de Puerto Rico, tener la disposición y el
deseo de compartir tus experiencias en el aprendizaje del inglés, estar dispuesto a que tus
entrevistas se graben en audio, y no guardar ningún tipo de relación con el Investigador Principal.
Hay un total de 16 preguntas, las cuales le tomará al participante unos 10 a 15 minutos en
contestar. Cada pregunta esta inicialmente redactada en inglés, y luego traducida al español para
la conveniencia de los participantes.
Riesgos e Incomodidad
Llenar esta hoja de preguntas conllevará un riesgo mínimo para el participante. Estos pudieran
estar relacionados a molestias comunes del diario vivir tales como cansancio, irritabilidad, o dolor
de cabeza, entre otros.
189
Posibles Beneficios
De ser seleccionado como participante de este estudio, desconocemos si su participación tendrá
algún beneficio. Sin embargo, la misma será importante para entender las opiniones, actitudes, y
experiencias del adulto sobre la enseñanza y aprendizaje del inglés como segundo idioma dentro
del contexto socio-cultural de Puerto Rico. Por lo tanto, Instituciones Educativas podrían
beneficiarse de la información que el participante provea. Esto podría incluir el utilizar los
hallazgos con el fin de hacer revisiones curriculares para la enseñanza del inglés como segundo
idioma en Puerto Rico, el establecer nuevas estrategias para el proceso de enseñanza- aprendizaje
del inglés, el adiestrar a maestros a utilizar diversos métodos en la enseñanza del inglés como
segundo idioma, entre otras.
Incentivos
No habrá compensación o incentivos por responder a las preguntas para la selección de la muestra
por conveniencia.
Protección de la Privacidad y Confidencialidad
Toda información relacionada a su identidad será manejada de manera privada y confidencial y
será protegida en todo momento. Bajo ninguna circunstancia se compartirá información del
participante con terceros. Para garantizar la confidencialidad de los mismos, solo el investigador
tendrá acceso a las respuestas dada a estas preguntas. Luego de haber seleccionado y contactado
aquellos participantes elegibles para la investigación, todas las hojas de preguntas contestadas,
incluyendo las de los seleccionados a participar en el estudio, serán destruidas inmediatamente
por medio de una máquina trituradora de papel.
Decisión sobre su participación en este estudio
Recuerda que la participación por responder a las preguntas para la selección de la muestra por
conveniencia es completamente voluntaria. Usted tiene todo el derecho de decidir participar o no
de este estudio. Si un participante desea retirar su participación aún después de haber llenado la
hoja de las preguntas para la selección de la muestra por conveniencia, lo podrá hacer. En ese
caso, el investigador procederá a destruir las hojas de preguntas y disponer de las mismas en una
máquina trituradora de papel. No habrá ninguna penalidad por decidir retirar su participación en
esta investigación. Cualquier sujeto que conozca o este directa o indirectamente relacionado con
el investigador principal no podrá participar del mismo.
Información contacto
Si usted tiene alguna duda o inquietud correspondiente a este estudio de investigación o si surge
alguna situación durante el periodo de estudio, por favor contacte a Maritere Cardona Matos,
[email protected] al (787) 602-5662. Si usted tiene preguntas sobre sus derechos
como sujeto de investigación por favor comuníquese con la Oficina de Cumplimiento en la
Investigación del SUAGM al (787)-751-3120 o [email protected].
Una copia de esta carta informativa le será entregada.
190
Appendix G
Questions to Select Convenience Sampling
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Questions to Select Convenience Sampling for the Study Titled:
(Preguntas para Seleccionar la Muestra por Conveniencia para el estudio titulado):
English as a Second Language Adult Learners' Perception about Language Learning as
a Product of their Socio-cultural Experiences in Puerto Rico
Investigator/Investigador: Maritere Cardona Matos
Demographics/ Demográfica:
(1) Name/ Nombre: ______________________________
(2) Gender/ Género: Female/Mujer _________ Male/Hombre _________
(3) Age group/ Edad:
16-20_____ 21-25 _____ 26-30 _____ 30-35 _____ 36+ _____
(4) Nationality/ Nacionalidad:
Puerto Rican/ puertorriqueño ______ American/americano ______
European/europeo______ Asian/ asiático ______
Other (please specify)/ Otro (favor especificar): _______________________
Contact information/ Información para contacto:
(5) Telephone number (s)/ Número(s) de teléfono :
Home/Casa: _________________________ Cellular/ Celular: _____________________
191
(6) Email address/ Correo electrónico:
_______________________________________________________________________
General Questions/ Preguntas generales:
(7) Have you lived in Puerto Rico all of your life?/ ¿Has vivido en Puerto Rico durante
toda tu vida?
Yes/Sí __________ No __________
(8) Did you graduate from a public high school in Puerto Rico?/ ¿Te graduaste de una
escuela superior pública de Puerto Rico?
Yes/Sí __________ No __________
(9) Did you study English during the twelve years of schooling in Puerto
Rico?/¿Estudiaste inglés durante tus doce años de escolaridad en Puerto Rico?
Yes/Sí __________ No __________
(10) Have you taken English courses in a higher education institution?/ ¿Has tomado
algún curso de inglés en tus estudios post-graduados?
Yes/Sí __________ No __________
(11) What languages do you speak?/¿Qué idiomas hablas?
Spanish/español _______ English/ inglés ________
Other(specify)/Otro(especifíque) ________________________
(12) What is your first (native) language?/¿Cuál es tu vernáculo?
Spanish/español _______ English/ inglés ________
Other(specify)/Otro(especifíque) ________________________
192
(13) Do you consider yourself a speaker of English as a second language?/¿Te
consideras un hablante de inglés como segundo idioma?
Yes/Sí __________ No __________
(14) How proficient do you consider yourself in English?/¿Cuán proficiente te
consideras en inglés?
_____ Very proficient -I speak and write English very well./
Muy proficiente -hablo y escribo inglés muy bien.
_____ Average Proficient-I can speak and/or write English with some difficulty./
Proficiencia promedio- hablo y/o escribo inglés con algo de dificultad.
_____ Low proficiency- I speak and/or write English with much difficulty./ Proficiencia
baja- hablo y/o escribo inglés con mucha dificultad.
_____ Not proficient- I do know how to speak and/or write English.
No proficiente- No sé hablar y/o escribir en inglés.
(15) How do you describe your experience on learning English as a second language in
Puerto Rico?/ ¿Cómo describirías tu experiencia aprendiendo inglés como segundo
idioma en Puerto Rico?
_____ Excellent/ Excelente _____ Good/ Buena _____Average/ Promedio
_____ Below average/ Bajo promedio _____Poor/ Pobre
(16) Would you be willing to participate in a series of audio taped interviews where you
will share your perspective and experiences regarding the teaching and learning of
English as a second language within the socio-cultural context of Puerto Rico?/¿Estarías
dispuesto(a) a participar en una serie de entrevistas grabadas para conocer tu
perspectiva y experiencias sobre la enseñanza- aprendizaje del inglés como segundo
idioma dentro del contexto socio-cultural de Puerto Rico?
Yes/Sí __________ No __________
Thank you very much for your time and cooperation in responding to these
questions.
(Muchas gracias por su tiempo y cooperación en contestar estas preguntas.)
193
Appendix H
Informed Consent/ Consentimiento Informado
ANA G. MÉNDEZ UNIVERSITY SYSTEM
TURABO UNIVERSITY
SCHOOL OF EDUCATION
PROGRAM OF GRADUATE STUDIES
GURABO, PUERTO RICO
Informed Consent for an investigation with minimal risks
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS
ABOUT LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-
CULTURAL EXPERIENCES IN PUERTO RICO
Description of the Study and Your Part in It
Maritere Cardona Matos, Principal Investigator, and Dr. Maria Antonia Irizarry, Mentor
and adjunct professor from the Ana G. Mendez University System (AGMUS), are
inviting you to take part in a research study. The Principal Investigator, Maritere Cardona
Matos, is a Doctoral candidate for the Graduate School of Education at Turabo University
and works as a secondary English teacher at The Palmas Academy. The purpose of this
research is to determine adult second language learners' perceptions (opinions, atittudes,
and experiences) regarding the learning of English as a second language within Puerto
Rico's socio-cultural context.
You have been selected to participate in this investigation after having responded to a set
of questions which determined that you met the criteria needed for the selection of a
convenience sample. That is, you are legal of age, have resided in Puerto Rico during
your entire life, have studied English in a public school in Puerto Rico up to your twelve
grade completion, have the disposition and willingness to share your language learning
experiences in audio-taped interviews, and you hold no direct or indirect relation with the
Principal Investigator.
194
Your participation in this investigation consists of taking part in a series of interviews and
reflexive journal entries. Interviews will be conducted by the Principal Investigator in an
authorized conference room at a post secondary Institution located in the Eastern part of
Puerto Rico. Interviews will be conducted in English, and you will be encouraged to
respond in English. However, you may request to have the Principal Investigator conduct
the interview in Spanish and respond in Spanish. After obtaining the interviews in audio
tape and the reflexive journals in writing, the Principal Investigator will proceed to
transcribe and code the data in order to describe, analyze, and interpret the findings.
The interview process is divided into three phases. Duration of each phase is
approximately thirty (30) minutes to one (1) hour. Therefore, the Principal Investigator
and you will meet, as agreed upon, once a week for a period of three weeks during the
investigation process. At the end of each interview phase, the Principal Investigator will
give you in writing a reflexive journal sheet with a question. You will be given the
necessary time to write your reflection and return the entry to the Principal Investigator at
the end of each interview session.
Risks and Discomforts
There can be certain minimal risks or discomforts that you could experience during the
research study. These could include tiredness, irritability, hunger, thirst, heat, cold,
headaches, among others commonly encountered in daily lives activities. Nevertheless, in
the event that you are not in full disposition to continue, the researcher will immediately
proceed to stop the interview and reschedule at another agreed upon time and date. The
researcher will be providing snacks and beverages and will ask maintenance to keep a
comfortable room temperature to minimize or eliminate any discomfort to you during the
interview process.
Possible Benefits
The researcher does not know of any way you would benefit directly from this research
study. However, this research may help you understand the opinions, attitudes, and
experiences of adult second language learners regarding the learning of English as a
second language within the socio-cultural context of Puerto Rico. Educational institutions
could benefit from the findings of this study by reevaluating curricular guides, examining
new strategies for the teaching of English as second language in Puerto Rico, and
prioritize teacher training for the ESL learner in Puerto Rico, among others.
Incentives
There are no incentives being offered for participating in this research study.
195
Protection of Privacy and Confidentiality
The Principal Investigator will uphold to the regulations stipulated by the IRB, RCB and
Law HIPPA in order to guarantee your well-being, safety, and privacy. The researcher
will keep your anonymity by coding all obtained data, eliminating all/any identifiers, and
respecting your right to privacy of any information you have provided and/or are no
longer willing to divulge. Under no circumstances, will collected data be discussed to
third parties. Only the Principal Investigator will have access to the raw data that may
directly or indirectly identify you as a participant, including this informed consent.
During the interview process, only you as the interviewee and the Principal Investigator
will be present in the assigned conference room. All transcribed data resulting from the
interviews and reflexive journals will be kept under key in a safe and private storage
cabinet property of the Principal Investigator for a period of five years and/or the duration
of the study. Informed consents will also be kept under key separate from the ad verbatim
transcriptions and reflexive journals. After that period, all stored data will be immediately
disposed of by a paper shredder. Audio tapes will not be stored. Audio tapes will be
shredded and disposed of immediately after ad verbatim transcriptions have been done.
Questions that are used to select the convenience sampling will not be stored and will be
shredded immediately following your selection as a participant. If at any moment during
or after the interview process, you do not wish to continue, respect of your decision will
be granted and any information that had already been provided will be disposed of
immediately through a paper/CD shredder. The Principal Investigator will be the sole
custodian of all the collected data and documents. All data utilized for the Findings will
be coded by the use of capital letters to protect your identity. Officials from Turabo
University's IRB Review Board and/or Federal agencies responsible for the Protection of
Human Subjects could require the Principal Investigator to submit the collected data for
review. All other ethical considerations for this research investigation will be in
accordance to the Turabo University’s Ethical Code for Human Research Investigations,
IRB certifications and ethical code regulations, and Turabo University's Graduate
Program of Doctoral Studies Ethical Code for research investigations.
Choosing to Be in the Study
Your participation in this study is completely voluntary. You may choose not to take part,
and you may choose to stop taking part in the study. If at any moment during or after the
interview process, you do not wish to continue, respect of your decision will be granted
and any information that had already been provided will be disposed of immediately
through a paper shredder.
196
Contact Information
If you have any questions or concerns about this study, or if any problems arise, please
contact Maritere Cardona Matos, [email protected], (787) 602-5662/ (787)
850-9130. If you have any questions or concerns about your rights in this research study,
please contact the AGMUS Office of Regulatory Compliance (ORC) at 787-751-3120 or
send an email to [email protected].
Consent
I have read this form and have been allowed to ask any questions I might have. I
agree to take part in this study.
______________________ ________________________ ________________
Participant’s Name Signature mm/dd/yyyy
________________________ __________________________ ________________
Principal Investigator Signature mm/dd/yyyy
NOTA:
It is our responsibility to give you a copy of this form. Please select your comments
to this statement.
I certify that I have received a copy of this document.
I certify that a copy of this document was offered, but I am not interested in receiving
it.
197
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Consentimiento informado para un estudio con riesgo mínimo
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS
ABOUT LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Descripción del estudio y el rol de su participación
Maritere Cardona Matos, Investigador Principal y la Dr. María Antonia Irizarry, Mentora
y profesora conferenciante del Sistema Universitario Ana G. Méndez (SUAGM), les
están invitando a participar en un estudio de investigación. El Investigador Principal,
Maritere Cardona Matos es estudiante doctoral de la Escuela de Educación de SUAGM y
maestra de inglés en el nivel secundario en The Palmas Academy, ubicada en Humacao,
P.R.. El propósito de esta investigación es conocer la perspectiva (opiniones, actitudes y
experiencias) de adultos sobre la enseñanza y aprendizaje del inglés como segundo
idioma dentro del contexto socio-cultural de Puerto Rico.
Usted fue seleccionado/a para participar en esta investigación por conveniencia luego de
haber completado un cuestionario para asegurar que cumple con los requisitos necesarios
para llevarse a cabo el estudio. Esto es: ser mayor de edad, haber vivido en Puerto Rico
toda su vida, haberse graduado de una escuela superior pública en Puerto Rico, haber
estado dispuesto/a a colaborar en el estudio y no conocer o no estar directa o
indirectamente relacionado con el investigador principal.
Su participación en esta investigación consistirá en escribir tres reflexiones en respuesta a
tres preguntas relacionada a la investigación y en participar en una serie de entrevistas la
cuales serán grabada en audio. Las mismas serán conducida por el Investigador Principal,
Maritere Cardona Matos en el salón de conferencias de una institución post-secundaria
del área Este de Puerto Rico. Luego de obtener las entrevistas en audio y sus diarios
reflexivos, el Investigador principal procederá a transcribir y codificar los mismos para
así poder describir, analizar e interpretar la data obtenida e incluirla como parte de los
hallazgos de la investigación.
198
El proceso de entrevista se dividirá en tres fases. La duración de cada entrevista por fase
podría ser de treinta minutos a una hora. El Investigador principal y el participante se
reunirán según acordado una vez en semana. Por ende, a usted le tomará
aproximadamente entre treinta minutos a una hora semanal, por espacio de tres semanas,
para participar en esta investigación. Cada pregunta de reflexión se le entregará al
finalizar cada fase de la entrevista y se le hará entrega de la misma al investigador
principal al completar su escrito.
Riesgos e Incomodidades
Existen ciertos riesgos mínimos e/o incomodidades que pudieran experimentar si decide
participar de la investigación. Estos pudieran estar relacionados a molestias comunes del
diario vivir tales como cansancio, irritabilidad, hambre, sed, calor, frio, dolor de cabeza,
entre otros. Sin embargo no debe preocuparse, pues en caso de que ocurra algún evento
inesperado, contamos con un plan de acción para atender sus necesidades. Estas incluyen
detener el proceso de entrevista y programarla para otro día, tener un área con meriendas
y bebidas y/o graduar el sistema de aire acondicionado en la sala de conferencia si fuese
necesario.
Posibles Beneficios
Desconocemos si su participación tendrá algún beneficio. Sin embargo, la misma será
importante para entender las opiniones, actitudes, y experiencias del adulto sobre la
enseñanza y aprendizaje del inglés como segundo idioma dentro del contexto socio-
cultural de Puerto Rico. Por lo tanto, Instituciones Educativas podrían beneficiarse de la
información que el participante provea. Esto podría incluir el utilizar los hallazgos con el
fin de hacer revisiones curriculares para la enseñanza del inglés como segundo idioma en
Puerto Rico, el establecer nuevas estrategias para el proceso de enseñanza- aprendizaje
del inglés, el adiestrar a maestros a utilizar diversos métodos en la enseñanza del inglés
como segundo idioma, entre otras.
Incentivos
La participación en esta investigación no conlleva incentivos o compensación alguna.
199
Protección de la Privacidad y Confidencialidad
Toda información relacionada a su identidad será manejada de manera privada y
confidencial y será protegida en todo momento. Se le asignará una letra como codificador
para proteger su identidad. Bajo ninguna circunstancia se compartirá información del
participante con terceros. Los datos recopilados obtenidos en el diario reflexivo y en las
transcripciones de las entrevistas, al igual que este consentimiento informado, se
guardarán por separados en un lugar privado, seguro y bajo llave y serán almacenados en
los archivos personales del investigador por un periodo de cinco (5) años y/o la duración
de la investigación. Los mismos estarán bajo la tutela del investigador principal, Maritere
Cardona Matos. Una vez concluya este periodo, todos los datos recopilados serán
destruidos en su totalidad en un triturador de papel. Solamente este investigador tendrá
acceso a los datos crudos que puedan identificar directa o indirectamente a un
participante, incluyendo esta hoja de consentimiento. El audio obtenido de las entrevistas
y de la hoja de preguntas para la selección de los participantes no serán almacenadas en
ningún momento. El audio de las entrevistas será destrozado por medio de un triturador
inmediatamente después que el investigador principal concluya las transcripciones de los
mismos. La hoja de preguntas para la selección de los participantes será triturada
inmediatamente se haya seleccionado o descartado al sujeto como participante. Oficiales
de la Oficina de Cumplimiento de la Universidad de Turabo, Recinto de Gurabo o de
agencias federales responsables de velar por la integridad en la investigación podrían
requerirle al investigador principal los datos obtenidos en este estudio, incluyendo este
documento.
Decisión sobre su participación en este estudio
Su participación en este estudio es totalmente voluntaria. Usted tiene todo el derecho de
decidir participar o no de este estudio. Si usted decide participar en este estudio tiene el
derecho de retirarse en cualquier momento sin penalidad alguna. De ser así, todo dato
obtenido del participante al momento de retirarse será destrozado inmediatamente por
medio de un triturador.
Información contacto
Si usted tiene alguna duda o inquietud correspondiente a este estudio de investigación o
si surge alguna situación durante el periodo de estudio, por favor contacte a Maritere
Cardona Matos, [email protected] o al (787) 602-5662/ (787) 850-9130. Si
usted tiene preguntas sobre sus derechos como sujeto de investigación por favor
comuníquese con la Oficina de Cumplimiento en la Investigación del SUAGM al 787-
751-3120 o [email protected].
200
Consentimiento
He leído este documento y se me ha dado la oportunidad de aclarar todas las dudas
relacionados con el mismo. Por esta razón estoy de acuerdo en participar en esta
investigación.
______________________ ________________________ ________________
Nombre del Participante Firma mes/día/año
________________________ __________________________ ________________
Nombre del Investigador Principal Firma mes/día/año
NOTA:
Es nuestra responsabilidad proveerle con una copia de este documento. Favor de
seleccionar la opción de su preferencia.
Certifico que se me entregó copia de este documento.
Certifico que se me ofreció copia de este documento y no deseo tener copia del
mismo.
201
Appendix I
Interview Guide Questions/ Preguntas Guías Para la Entrevista
ANA G. MÉNDEZ UNIVERSITY SYSTEM
TURABO UNIVERSITY
SCHOOL OF EDUCATION
PROGRAM OF GRADUATE STUDIES
GURABO, PUERTO RICO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS
ABOUT LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Principal Investigator: Maritere Cardona Matos
Participant # _______ Start time: ________ End Time: _______ Date: ___________
Interview Phase I- Past Experiences
1. Where did you grow up?
2. What is your first language?
3. What other languages do you speak other than Spanish?
4. How do you describe your childhood experiences growing up?
5. Where did you study during your primary school years?
6. Where did you study during your elementary school years?
7. Where did you study during your secondary school years?
8. Did you take English class during your school years?
9. Was English the language of instruction in the school(s) you went to?
10. Was English given as a subject?
11. Was the English class taught in English? Why or why not?
12. How do you describe your educational experiences learning English as a second
language in Puerto Rico during your primary and elementary school years?
13. How do you describe your education experiences learning English as a second
language in Puerto Rico during your secondary school years?
202
14. During your school years, how challenging or easy did you find learning English
as a second language?
15. Where did you receive more exposure to the English language? At home? At
school?
16. How were you encouraged to practice or speak English at home?
17. What were your family's attitude towards your learning English as a second
language?
18. How did your family's attitude influence or affect your perceptions on learning
English as a second language?
19. How were you encouraged to practice or speak English at school?
20. What were your teachers' attitudes towards your learning English as a second
language?
21. How did your teachers' attitudes toward your learning English as a second
language influence or affect you?
22. What strategies did your teachers use to teach English?
23. How effective did you consider the practices employed by teachers to teach
English?
24. How were you encouraged to practice or speak English with your friends?
25. What were your friends' attitudes towards your learning English as a second
language?
26. How did your friends' attitude toward your learning English as a second language
influence or affect you?
27. How proficient did you consider yourself to be in English?
28. To what do you attribute your proficiency level in English?
29. What factors were significant in you learning or not learning English as a second
language in Puerto Rico?
30. What factors motivated you to learn English at school? At home?
31. After graduating from high school, did you pursue a college degree?
32. How important was knowing English to pursue a college degree?
203
33. How do you describe your experiences learning English in college?
34. Was knowing English a significant factor to obtain a college degree? Why or
Why not?
35. Was knowing English a significant factor to obtain a job? Why or Why not?
Interview Phase II- Present Experiences
36. What things do you consider part of your identity?
37. How proficient do you consider yourself to be in English at the present time?
38. How important is language to a person's identity?
39. How important is language to your identity as a Puerto Rican?
40. How are you encouraged to practice or speak English at home?
41. How are you encouraged to practice or speak English at college?
42. How are you encouraged to practice or speak English at work?
43. How does knowing English contribute or affect your work?
44. How often do you communicate in English?
45. Under what circumstances do you use English in your daily life?
46. How important is knowing how to speak English in Puerto Rico?
47. What factors contribute to your idea that English is or is not important in Puerto
Rico?
48. Do you believe English should be a mandatory subject in schools or colleges?
Why or Why not?
49. What role does your identity as a Puerto Rican play on learning English as a
second language?
50. Do you consider yourself to be bilingual?
Interview Phase III- Future Experiences
51. How do you think English should be taught at public schools or colleges?
52. How can educators motivate students to learn English as a second language in the
public schools?
53. How do you perceive the need of English in your future?
54. What challenges do you think the teaching and learning of English in Puerto
Rico's Public School System faces?
204
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS
ABOUT LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Investigador Principal: Maritere Cardona Matos
Participante # ____________ Inicio: ________ Final: ________ Fecha: ____________
Entrevista Fase I- Experiencias pasadas
1. ¿En dónde te criaste?
2. ¿Cuál es tu vernáculo o primer idioma?
3. ¿Hablas un segundo idioma?
4. ¿Dónde estudiaste durante tu escuela elemental?
5. ¿Cómo describes tu experiencias sociales y culturales durante tu niñez ?
6. ¿Dónde estudiaste durante tu años de escuela intermedia?
7. ¿Dónde estudiaste durante tus años en escuela superior?
8. ¿Completaste cursos de inglés durante tu años de escuela?
9. ¿Cuál era el lenguaje de instrucción en las escuelas en donde estudiaste?
10. ¿Se enseñaba el inglés como un curso académico medular en todos los niveles de
tu escolaridad?
11. ¿Se enseñaba la clase de inglés en inglés? ¿Por qué sí o por qué no?
12. ¿Cómo describes tus experiencias educativas aprendiendo inglés como segundo
idioma en Puerto Rico durante tus años de escuela elemental e intermedia?
13. ¿Cómo describes tus experiencias educativas aprendiendo inglés como segundo
idioma en Puerto Rico durante tus años de escuela superior?
14. ¿Cuán retante, difícil o fácil encontrabas el aprender inglés como segundo
idioma? ¿Por qué?
15. ¿Recibiste mayor exposición al inglés en tu casa o en la escuela?
205
16. ¿Cómo te animaban a practicar el inglés en tu casa?
17. ¿Cuál era la actitud de tu familia acerca de tu aprendizaje en el inglés como
segundo idioma?
18. ¿Cómo influyó o afectó la actitud de tu familia en cuanto al aprendizaje del
inglés, tu percepción de aprender inglés como segundo idioma?
19. ¿Cómo te alentaban a practicar o hablar el inglés en la escuela?
20. ¿Cuáles eran las actitudes de tus maestras acerca de la enseñanza del inglés?
21. ¿Cómo influyó o afectó la actitud de tus maestras en cuanto al aprendizaje del
inglés, tu percepción de aprender inglés como segundo idioma?
22. ¿Cuáles estrategias de enseñanza utilizaban tus maestras para enseñarte inglés?
23. ¿Cuán efectivas considerabas las estrategias utilizadas por tus maestras para
enseñar inglés?
24. ¿Cómo te alentaban a practicar o hablar inglés con tus amigos?
25. ¿Cuáles eran las actitudes de tus amigos acerca de la enseñanza del inglés?
26. ¿Cómo influyó o afectó la actitud de tus amigos en cuanto al aprendizaje del
inglés, tu percepción de aprender inglés como segundo idioma?
27. ¿Cuán proficiente te consideras en inglés?
28. ¿A qué atribuyes tu nivel de proficiencia en inglés?
29. ¿Qué factores fueron significativos en tu aprendizaje del inglés como segundo
idioma en Puerto Rico?
30. ¿Qué factores te motivaron a aprender el inglés en la escuela o en tu casa?
31. Luego de graduarte de secundaria, ¿continuaste tus estudios universitarios?
32. ¿Cuán importante fue para ti el saber o no saber inglés para tu carrera
universitaria?
33. ¿Cómo describes tu experiencia con el inglés en tus estudios universitarios?
34. ¿El saber inglés fue un factor significativo para completar tus estudios
universitarios? ¿Por qué sí o por qué no?
35. ¿El saber inglés fue un factor significativo para obtener un trabajo? ¿Por qué sí o
por qué no?
206
Entrevista Fase II- Experiencias Presentes
36. ¿Qué consideras parte de tu identidad?
37. ¿Cuán proficiente te consideras en el idioma inglés actualmente?
38. ¿Cuán importante es el idioma para la identidad de una persona?
39. ¿Cuán importante es el lenguaje para tu identidad como puertorriqueña (o)?
40. ¿Cómo te motivas o como te motivan a practicar o hablar inglés en tu casa?
41. ¿Cómo te motivas o como te motivan a practicar o hablar inglés en la
universidad?
42. ¿Cómo te motivas o como te motivan a practicar o hablar inglés en tu trabajo?
43. ¿Cómo el saber inglés contribuye o afecta tu trabajo?
44. ¿Cuán frecuente te comunicas en inglés?
45. ¿Bajo qué circunstancias utilizas el inglés en tu vida diaria?
46. ¿Cuán importante es saber inglés en Puerto Rico?
47. ¿Qué factores contribuyen a tu idea de que el inglés es o no es importante en
Puerto Rico?
48. ¿Piensas que el inglés debe ser mandatorio en las escuelas o universidades
públicas de Puerto Rico? ¿Por qué sí o por qué no?
49. ¿Qué rol tiene tu identidad como puertorriqueña (o) en el aprendizaje del inglés
como segundo idioma?
50. ¿Te consideras bilingüe? ¿Por qué sí o por qué no?
Entrevista Fase III- Experiencias Futuras
51. ¿Cómo piensas que se debe ensenar el inglés en las escuelas o universidades
públicas de Puerto Rico?
52. ¿Cómo pueden los educadores motivar a los estudiantes a aprender inglés como
segundo idioma en las escuelas públicas?
53. ¿Cómo percibes la necesidad de saber inglés en tu futuro?
54. ¿Qué retos piensas que tiene la enseñanza y el aprendizaje del inglés como
segundo idioma en el sistema público de Puerto Rico?
207
Appendix J
Reflexive Journals/ Diarios Reflexivos
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
REFLEXIVE JOURNAL/ DIARIO REFLEXIVO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Principal Investigator: Maritere Cardona Matos
Participant/ Participante # ____________ Reflexive Journal/ Diario Reflexivo # 1
Instructions- In order to gain insight related to your perceptions about language learning as a
product of your socio-cultural experiences in Puerto Rico, please take the time to respond to the
following question. While your response is preferred in English, feel free to respond to the
question in the language you feel more comfortable with. You may use the back of this paper if
you need additional space.
Instrucciones- Con el propósito de conocer más acerca de su perspectiva sobre el aprendizaje del
inglés como segundo idioma como producto de sus experiencias socio-culturales en Puerto Rico,
favor contestar la siguiente pregunta de reflexión. Aunque me gustaría que su respuesta fuera
redactada en inglés, puede utilizar el lenguaje con el cual sienta más comodidad. Puede utilizar
la parte de atrás de este papel si necesita más espacio.
What role do socio-cultural experiences play on the attitude, positive or negative, of
learning English as a second language in Puerto Rico?/ ¿Qué rol juegan las experiencias
socio-culturales en las actitudes, positivas o negativas, del aprendizaje del inglés como segundo
idioma en Puerto Rico?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
208
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
REFLEXIVE JOURNAL/ DIARIO REFLEXIVO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Principal Investigator: Maritere Cardona Matos
Participant/ Participante # ____________ Reflexive Journal/ Diario Reflexivo # 2
Instructions- In order to gain insight related to your perceptions about language learning as a
product of your socio-cultural experiences in Puerto Rico, please take the time to respond to the
following question. While your response is preferred in English, feel free to respond to the
question in the language you feel more comfortable with. You may use the back of this paper if
you need additional space.
Instrucciones- Con el propósito de conocer más acerca de su perspectiva sobre el aprendizaje del
inglés como segundo idioma como producto de sus experiencias socio-culturales en Puerto Rico,
favor contestar la siguiente pregunta de reflexión. Aunque me gustaría que su respuesta fuera
redactada en inglés, puede utilizar el lenguaje con el cual sienta más comodidad. Puede utilizar
la parte de atrás de este papel si necesita más espacio.
How do socio-cultural experiences affect the learning of English as a second language in
Puerto Rico?/ ¿Cómo afectan las experiencias socio-culturales el aprendizaje del inglés como
segundo idioma en Puerto Rico?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
209
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
REFLEXIVE JOURNAL/ DIARIO REFLEXIVO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Principal Investigator: Maritere Cardona Matos
Participant/ Participante # ____________ Reflexive Journal/ Diario Reflexivo # 3
Instructions- In order to gain insight related to your perceptions about language learning as a
product of your socio-cultural experiences in Puerto Rico, please take the time to respond to the
following question. While your response is preferred in English, feel free to respond to the
question in the language you feel more comfortable with. You may use the back of this paper if
you need additional space.
Instrucciones- Con el propósito de conocer más acerca de su perspectiva sobre el aprendizaje del
inglés como segundo idioma como producto de sus experiencias socio-culturales en Puerto Rico,
favor contestar la siguiente pregunta de reflexión. Aunque me gustaría que su respuesta fuera
redactada en inglés, puede utilizar el lenguaje con el cual sienta más comodidad. Puede utilizar
la parte de atrás de este papel si necesita más espacio.
How can English education in Puerto Rico's Public School System improve in light of the
socio-cultural experiences second language learners in Puerto Rico encounter?/ ¿Cómo
puede mejorar la educación del inglés en el Sistema Público de Puerto Rico a raíz de las
experiencias socio-culturales que se viven en la Isla?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
210
Appendix K
Invitation to Participate in Research Study
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ UNIVERSIDAD DEL TURABO
ESCUELA DE EDUCACIÓN
PROGRAMA DE ESTUDIOS DOCTORALES
GURABO, PUERTO RICO
Invitación para participar en un estudio de investigación titulado:
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Investigadora Principal: Maritere Cardona Matos
Con el propósito de seleccionar una muestra por conveniencia para la investigación, English as a
Second Language Adult Learners' Perceptions about Language Learning as a Product of their
Socio-cultural Experiences in Puerto Rico, la investigadora principal, Maritere Cardona Matos,
invita a toda persona interesada en participar en dicho estudio a contactarla al (787) 602-5662 o a
su correo electrónico [email protected]. Interesados deben cumplir con los
siguientes requisitos:
Ser mayor de edad
Haber vivido en Puerto Rico toda su vida
Haberse graduado de una escuela superior pública de Puerto Rico
Tener la disponibilidad y disposición de ser entrevistado por la
investigadora principal y responder por escrito a unas preguntas de
reflexión
Tener mucho que aportar en cuanto a su proceso de aprendizaje del
inglés como segundo idioma en Puerto Rico.
Estar de acuerdo con que se grabe en audio las entrevistas.
No guardar ninguna amistad o relación directa o indirecta con el
investigador principal
Agradeceré todo su entusiasmo y colaboración para la realización de este estudio.
211
Appendix L
Letter of Support to Recruit Participants
MARITERE CARDONA MATOS 1 CALLE TIERRA DEL SOL APT 105
HUMACAO, PUERTO RICO
(787) 602-5662/ [email protected]
February 7, 2014
_____________________
_____________________
_____________________
_____________________
Dear ________________________,
My name is Maritere Cardona Matos, and I am a Doctoral candidate enrolled at Turabo
University's Graduate School of Education, Doctoral Studies Program in Teaching, Curriculum,
and Learning Environment in the Acquisition of English as a Second Language. I am currently
working on the last phase of my dissertation titled, English as a second language adult learners'
perceptions about language learning as a product of their socio-cultural experiences in Puerto
Rico. The purpose of this investigation is to describe and analyze adult second language learners'
perceptions (opinions, attitudes, and experiences) of the learning of English as a second language
within the socio-cultural context of Puerto Rico.
In order to conduct my research investigation, I am requesting permission to recruit adult
participants from ___________________________who would voluntarily share their experiences
of learning English as a second language in Puerto Rico. For this study, I need to recruit a total of
three (3) participants for interviewing. To select the convenience sampling, I am requesting
permission to post and hand out flyers inviting anyone who meets the requirements as established
by the nature of the study and who are interested in participating in the study to contact me. I am
also requesting permission to hand out to those individuals who are interested in participating, a
set of questions that will help me determine if they meet the criteria needed for selection. The
participants that meet the criteria for the study, will be contacted individually for the purpose of
establishing a convenient time and date for the interview process. Compliance with the protocols
as established by Turabo University's IRB will be followed with utmost professionalism.
I am confident that with your approval and support, I will be able to carry out my investigation
and complete my Doctoral degree, thus contributing to the educational endeavors set forth by the
Institution's educational philosophy and mission.
I thank you in advance for your prompt reply to these requests.
Sincerely,
Maritere Cardona Matos,
Doctoral Candidate
Graduate School of Education
Turabo University
212
Appendix M
Letter of Support to Use Facilities
MARITERE CARDONA MATOS
1 CALLE TIERRA DEL SOL APT 105
HUMACAO, PUERTO RICO
(787) 602-5662/ [email protected]
February 7, 2014
______________________
______________________
______________________
______________________
Dear ______________________,
My name is Maritere Cardona Matos, and I am a Doctoral candidate enrolled at Turabo
University's Graduate School of Education, Doctoral Studies Program in Teaching, Curriculum,
and Learning Environment in the Acquisition of English as a Second Language. I am currently
working on the last phase of my dissertation titled, English as a second language adult learners'
perceptions about language learning as a product of their socio-cultural experiences in Puerto
Rico. The purpose of this investigation is to describe and analyze adult second language learners'
perceptions (opinions, attitudes, and experiences) of the learning of English as a second language
within the socio-cultural context of Puerto Rico.
To conduct this study, I will be interviewing a total of three (3) participants. The interviews will
be conducted in phases following all the regulations and ethical considerations set forth by
Turabo University's IRB for conducting research investigations with human subjects. In order to
offer the participants a safe and comfortable environment during the interview process, I am
requesting permission to use ___________________________located at ___________________.
I am confident that with your approval to use the requested facility, I will be able to carry out my
investigation and complete my Doctoral degree, thus contributing to the educational endeavors
set forth by the Institution's educational philosophy and mission.
I thank you in advance for your prompt reply to this request.
Sincerely,
Maritere Cardona Matos,
Doctoral Candidate
Graduate School of Education
Turabo University
213
Appendix N
Examples of Tables for Grouping and Categorizing Collected Data
ANA G. MÉNDEZ UNIVERSITY SYSTEM
TURABO UNIVERSITY
SCHOOL OF EDUCATION
PROGRAM OF GRADUATE STUDIES
GURABO, PUERTO RICO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Principal Investigator: Maritere Cardona Matos
Table for Grouping and Categorizing Collected Data: Interviews
Research question # _____:
Interview guide question(s) that respond(s) to research question:
Topic:
Participant A
Participant B Participant C
Resulting Categories:
Analysis
214
Interviews
Research question #2: What factors contribute to the perceptions of adult learners of
English as a second language in Puerto Rico?
Interview guide question(s) that respond(s) to research question: 9, 10, 11, 15, 16,...
Topic: Factors that contribute to the perception of ESL learning in Puerto Rico.
Participant A
(fragment)
Participant B
(fragment)
Participant C
(fragment)
Resulting
Categories:
Family support
...It's something that was
always talked about in my
family. They knew that if
you're bilingual, you had
better chances of getting a
good job, of being able to
travel and.. and... and enjoy
life much more. They saw it
as a tool for progress, so
they would... they would
definitely buy me all the
CD's I wanted because the
music was in English. If I
wanted a magazine, it's in
English, I'll buy it. You
want a book, ok let's take it.
Whatever it takes, whatever
you need for me to help you
become more fluent in
English, you got it.
En mi casa no. No,
realmente, no. Mi
mama no habla
inglés. No sabe nada
de inglés. Eh, su
educación fue hasta
un tercer grado
porque como ella era
la hermana mayor y
su mama fallece, pues
ella se tiene que
encargar de sus
hermanos.
No, en casa nadie
hablaba inglés.
Realmente ellos no
intervenían en eso.
Nunca se hablaba
sobre el particular,
que yo
recuerde....Yo diría
que la falta de
apoyo familiar tuvo
que ver con mi
desinterés. A nadie
le importaba.
Analysis
All three participants revealed that the support they received from their
families was a significant factor in how they perceived the learning of
English as a second language in Puerto Rico. Participant A received
constant family support, as they not only viewed English as a tool for
progress, but also provided for Participant A all the resources she would ask
for to extend her learning experiences in English. Thus, Participant A family
support allowed her to view the learning of English in Puerto Rico as
something positive and much needed. Participant B and Participant C did
not receive family support mainly because in neither of their cases, their
families had any knowledge on the English language. However, Participant
B...
215
ANA G. MÉNDEZ UNIVERSITY SYSTEM
TURABO UNIVERSITY
SCHOOL OF EDUCATION
PROGRAM OF GRADUATE STUDIES
GURABO, PUERTO RICO
ENGLISH AS A SECOND LANGUAGE ADULT LEARNERS’ PERCEPTIONS ABOUT
LANGUAGE LEARNING AS A PRODUCT OF THEIR SOCIO-CULTURAL
EXPERIENCES IN PUERTO RICO
Principal Investigator: Maritere Cardona Matos
Table for Grouping and Categorizing Collected Data: Reflexive Journals
Reflexive Journal # ___:
Topic:
Participant A
Participant B Participant C
Resulting Categories:
Analysis
216
Reflexive Journals
Reflexive Journal #3: How can English education in Puerto Rico's Public School system
improve in light of the socio-cultural experiences second language learners in Puerto Rico
encounter?
Topic: Perceptions on the future teaching-learning processes of ESL in PR's Public School
System
Participant A
(fragment)
Participant B
(fragment)
Participant C
(fragment)
Resulting
Categories:
Teacher's
preparation and role
as motivators
...Teachers play the
biggest role in
improving English
language learning and
exposure. They could
be considered one of
the gateways to
motivate children to
learning a second
language. The
selection of readings,
activities and
assignments is crucial,
but just as crucial as
having highly
qualified and
proficient teachers in
English....
...Los maestros debe
tener conocimiento y
contacto con el
idioma e integrarlo a
sus clases. Los
estudiantes de Puerto
Rico están sumamente
expuestos al idioma y
estos deben ser
motivados a continuar
adquiriendo
conocimiento del
inglés....
...Se deben realizar
actividades que
motiven a los
estudiantes a
aprender el idioma
de manera que se
pueda disfrutar este
aprendizaje. Entre
estas: integrar la
música, integrar el
arte en el
aprendizaje del
idioma, fomentar la
lectura e integrar
actividades del
diario vivir.
Analysis
All three participants believed that one aspect that needed to be
addressed to improve English instruction in Puerto Rico's public school
system was the role of teachers as motivators of second language
learning. Participant A, B, and C, agreed that activities aimed at
promoting the use of English in the classroom needed to be engaging
for the students....
217
Appendix O
Translations
Page Ad verbatim Transcriptions English Translation
62 En mi casa no se hablaba inglés. Mi mamá
no habla inglés. No sabe nada de inglés. Eh,
su educación fue hasta un tercer grado
porque como ella era la hermana mayor y su
mamá fallece, pues ella se tiene que
encargar de sus hermanos. Así que a ella la
remueven de la escuela. De sus hermanas, la
más que tuvo, tuvo un cuarto año. Así que el
aprender inglés fue bien frustrante para mí
porque no tenía mucha exposición al idioma
y de lo poquito que me daban en la escuela
porque en casa nada que ver, pues no era
suficiente para yo aprenderlo. Tampoco
tenía maestras comprometidas a que
aprendiéramos el inglés más bien estaban
ahí para dar una clase como pudieran y con
los pocos materiales que proveía el
Departamento. No fue fácil. Era bien
frustrante, pues por las razones que ya
mencione. Pero siempre lograba pasar la
clase que era lo que a mí me interesaba.
Para mí lo importante era la A. Pero para mí
también el inglés era otra clase más. Yo me
embotellaba las cosas, hacia todos mis
trabajos y ya.
In my house, we did not speak English. My mom
does not speak English. She does not know any
English. Um, her education was until the third
grade because since she was the eldest sister and
her mom died, she had to take care of her
siblings. So, she was removed from school.
About her sisters, the more that had, completed
her twelfth year. So, learning English for me was
very frustrating because I did not have much
exposure to the language and from the little I
would receive at school, because at home I got
nothing, well, it wasn't sufficient for me to learn
it. I also didn’t have teachers that were committed
to our learning English. They were there more to
give a class however they could with the little
resources that the Department provided. It wasn't
easy. It was very frustrating, well, for the reasons
that I have already mentioned. But, I was always
able to pass the class which is what I was
interested in. For me, what was important was the
A. But for me, English was just another class. I
would memorize things, do all of my work, and
that's it.
62 Para mí el inglés era una clase, era una nota
más y yo lo que quería era tener todas A y
graduarme con altos honores y tener las
becas y toda la cosa pues eso era lo que
importaba. Pero tener ese compromiso del
beneficio a largo plazo que eso representaba
para mi, no. No fue hasta, te digo, hasta que
llegue a la universidad que me encontré con
un millón de obstáculos. Ahí fue que me vine
a dar cuenta de lo importante y lo necesario
que era el inglés. En ese momento… ahí fue
que yo me di cuenta lo importante que era.
Pero antes de ahí, no lo era.
For me, English was just a class. It was just
another grade, and what I wanted was to have all
A's and graduate with high honors and get the
scholarships and everything because that was
what mattered. But having that commitment to a
long-term benefit it represented for me, no. It was
not until, I tell you, until I got to college that I
encountered a million obstacles. That's when I
came to realize how important and how necessary
English was. At that time ... that's when I realized
how important it was. But before that, it was not.
63 Yo lo entiendo y lo puedo escribir pero
todavía el hablarlo...no es que no lo hago,
pero sí se me dificulta, como no lo práctico,
pues no puedo decir, pues mira sí, tengo un
inglés fluido. Wow, que bello. Si digo eso, miento.
I understand it, and I can write it but still
speaking it…it's not that I don't do it, but, yes, it
is difficult for me since I don't practice it, well I
can't say, well, yes, I am fluent in English. Wow,
how beautiful. If I say that, I lie.
63 Mis experiencias aprendiendo inglés no
fueron muy buenas. Aprendí algo, pero no
My experiences learning English were not very
good. I learned something, but not much, true, but
218
mucho, verdad, pero más bien porque no me
interesaba.
it was more because I wasn't interested.
64 La mayoría de mis amistades estaban como
yo en cuanto al inglés. Nos ayudábamos
para pasar la clase, hacíamos los trabajos,
pero fuera de eso, en realidad no hacíamos
nada más en donde tuviéramos que usar el
inglés. Sí, podíamos escuchar música en
inglés, una que otra canción, pero en
realidad nadie le daba la importancia…es
que en realidad, como que nosotros no
pensábamos en eso en ese momento. No te
puedo decir que no nos importaba aprender
inglés, sino que mis amistades al igual que
yo no estábamos pensando en las
consecuencias a largo plazo. Vivíamos el
ahora, el presente.
The majority of my friends were like me in
regards to English. We would help each other to
pass the class; we would do the work, but apart
from that, in reality, we wouldn't do anything else
where we would have to use English. Yes, we
could listen to music in English, one or another
song, but in reality nobody gave it importance…
it's just that in reality, like we weren't thinking
about that at that moment. I can't tell you that we
didn't care to learn English, rather that my friends
as well as I were not thinking about the long-term
consequences. We lived the now, the present.
65 Por lo menos en el grupo de amistades mías,
siempre hablábamos español. En mi
experiencia en la secundaria, nunca
consideré [el inglés] o lo consideramos algo
necesario. Las conversaciones entre mis
amistades y compañeros de clases eran
siempre en español. Algunos si, pues, le
gustaba [el inglés] y eran más atentos. Hubo
otros, como yo, que realmente, pues, hacían
lo necesario para pasar la clase y los otros,
pues, hacían mayor esfuerzo. Pero, eso
dependía de cada uno. En ese grupo que
ponía más esfuerzo no estaba yo. Porque
realmente no tenía interés; no me motivaba.
No sé. No tenía interés. Como te dije
anteriormente, en mi grupo de amistades no
hablábamos inglés, así que no le veíamos la
importancia de aprenderlo en ese momento.
Tampoco recuerdo a nadie estar pensando
en cómo lo íbamos a necesitar en la
universidad. Para mí el coger la clase de
inglés y pasarla era lo importante.
At least in my group of friends, we always spoke
in Spanish. In my experience at secondary school,
I never considered it [speaking English], or did
we considered it necessary. The conversations
between my friends and classmates were always
in Spanish. Some yes, well, they liked it
[English], and they were more attentive. There
were others, like me, that really, well, did the
necessary to pass the class, and others, well, that
made more effort. But, that depended on each
one. I wasn't in that group that made more effort.
Because I really did not have any interest; I
wasn't motivated. I don't know. I didn't have an
interest. As I said earlier, in my group of friends,
we did not speak English, so we didn't see the
importance of learning it at that moment. Nor do I
remember anybody thinking how we were going
to need it for college. For me, what was important
was taking English class and passing it.
66 Para la universidad yo si necesitaba saber
desenvolverme en inglés. Los libros, la gran
mayoría eran en inglés, había que saber lo
que decía, verdad, el vocabulario, cuando
uno tiene que buscar el vocabulario, uno
tiene que irse con un diccionario, muchas
veces interpretar lo que se está diciendo.
Algunos exámenes, sobre todo los
Departamentales eran en inglés; otros en
español. Pero sí, también había que escribir,
había que desenvolverse, y eso, pues, claro
influye porque si tú no tienes conocimiento,
obviamente te vas a limitar en cuanto a lo
que puedes lograr en tus clases, y a la larga
For college, I did need to know how to conduct
myself in English. The majority of the books
were in English. I needed to know what was
written, the vocabulary. When one has to look up
the vocabulary, one has to have a dictionary,
many times interpret what is being said. Some
exams, specially the Departmental ones were in
English; others were in Spanish. But yes, I also
had to write, conduct myself, and that, well, of
course, influences you because if you do not have
the knowledge, obviously you are going to limit
yourself as to what you can achieve in your
classes, and in the long run, that can affect you to
not continue with the career choice you had in
219
eso puede afectar a no continuar con la
carrera que tenías en mente.
mind.
68 Yo entré a la universidad por el
Departamento de Ciencia Naturales en
biología porque mi meta era irme a Ciencias
Médicas y especializarme en cardiología
pediátrica o en farmacia porque tengo un
familiar que es farmacéutica y pues, por esa
línea. Pero no terminé estudiando la carrera
por la cual ingresé originalmente en la
Universidad, precisamente por las millones
barreras que me encontré con el inglés.
Claro, de eso me di cuenta después. Al
momento de entrar a la universidad, yo sabía
todo. Jajaja [laughing], por lo menos eso me
hacía creer.
I entered college through the Department of
Natural Sciences in biology because my goal was
to specialize in pediatric cardiology or in
pharmacy because I have a family member that is
a pharmacists, and well, along that line. But, I
didn't end up studying the career for which I was
originally enrolled at college, precisely because
of the million obstacles that I encountered with
English. Of course, I realized that afterwards.
Upon entering college, I knew everything.
[Laughing], at least that's what I made myself
believe.
68 Cuando llegué a la universidad me encontré
con que los libros eran en inglés, entonces se
me hacía muy difícil poder comprender el
libro y el mensaje del libro para entonces
después estudiarlo, porque lo primero que
estaba haciendo era lo básico, comprensión.
Pero después tenía que analizarlo,
entenderlo y se me iba mucho tiempo en todo
eso. Y lo que yo entendía no necesariamente
era lo que estaba en el libro, lo que el
diccionario me decía porque no estaba en
contexto tampoco. Y encontrarme con
profesores que hablaban en inglés. Se me
hizo muy, muy difícil, muy cuesta arriba.
When I arrived to college, I found myself with
books that were in English, and it was very
difficult for me to comprehend the book and the
message of the readings so that I could study it
because the first thing I was doing was the basic,
comprehension. But afterwards, I had to analyze
it, understand it, and I would spend too much
time on that. And what I understood was not
necessarily what was on the book, what the
dictionary stated because it wasn't in context
either. And finding myself with professors that
spoke English. It was very, very difficult, very
challenging.
69 Me enojé conmigo por preocuparme por
tener todas A y tal vez no… no sé, no
enfocarme en que no es que es la A, pero es
que lo entendí. No es que es la A, pero lo
pude poner en función. No es que es la A , es
que lo pude decir. Con las maestras,
obviamente, porque, hello, o sea nos están
preparando. Se supone que esta es la
preparación para cuando tu llegas a la
universidad y darme cuenta que no estaba lo
suficiente preparada o no estaba, punto,
preparada. Y con el sistema porque el
sistema se enfoca más en el que el maestro
cumpla con esto, pero entonces el estudiante
que es el que recibe, si él está a este nivel, y
no puede pasar a este otro nivel, pues vamos
a quedarnos aquí hasta que él pueda. Pero
no, tú no pudiste, pues ni modo tenemos que
seguir. Más adelante en la marcha alguien,
algo, tu aprenderás. Pero ahí fue que yo dije
lo importante que era el inglés. Y fue bien
frustrante para mí, no pude seguir.
I was upset at myself for worrying about having
all A's and perhaps not… I don't know, not
focusing on that it wasn't the A, but rather what I
understood. It's not that it's an A, but rather that I
was able to put it into function. It's not that it's an
A, but rather that I was able to speak it. With the
teachers, obviously because, hello, they are
preparing us. This is supposed to be a preparation
for college and to realize that I wasn't sufficiently
prepared, or I wasn't, period, prepared. And with
the System because the System would focus more
on teachers complying with this, but then the
student is the one who receives, if he is at this
level and cannot pass to the next level, well, let's
stay there until he can. But no, you couldn't, well,
too bad we have to continue. Up ahead as you
progress, someone, something, you will learn.
But that's where I realized how important English
was. And it was very frustrating for me not being
able to continue.
220
70 Bueno el no tener un dominio del inglés al
momento de entrar a la universidad afecta la
parte de que los libros, la mayoría de los
libros, son en inglés. Y ahí, pues, sí hubo al
principio dificultad en cuestión de
vocabulario porque, pues, uno no lo conocía
todo, sí conocíamos lo básico. Y ahí pues en
la medida que uno fue obligándose, porque
también había que pasar las clases y yo
quería seguir estudiando y terminar mi
bachillerato, pues ahí, pues uno adquirió
más conocimiento, más vocabulario. Uno
tuvo que aprender otras destrezas y a
modificar actitudes o a tener hábitos de
estudios para poder, entonces, lograr lo que
uno quería.
Well, not having mastery in English upon
entering college affects in that the books, the
majority of the books are in English. And there,
well, yes, at the beginning there was difficulty in
terms of vocabulary because well, one does not
know everything; yes we know the basic. And
there, as one obligated oneself, because we still
had to pass the classes, and I wanted to continue
my studies and finish by bachelor's degree, well
there, one acquired more knowledge, more
vocabulary. One had to learn other skills and
modify attitudes or have study habits in order to,
then, achieve what one wanted to.
71 Eh…para obtener el grado en educación, no.
Tuve mucha dificultad con los cursos de
inglés que tuve que coger, pero una vez los
cogí y los pasé, pues me enfoqué en los
cursos que necesitaba en educación para ser
maestra de español. Ahora bien, sí fue un
factor significativo para no poder continuar
con lo que inicialmente quería en las ciencias
naturales o farmacia. Ya ahí me encontré con
millones de obstáculos por el idioma que no
pude vencer.
Um, to obtain the degree in education, no. I had
much difficulty with the English courses that I
had to take , but once I took them and passed
them, well, I began to focus on the courses that I
needed in education to become a Spanish teacher.
However, yes, it was a significant factor for me
not to be able to continue with what I had initially
wanted which was a career in Natural Sciences or
pharmacy. There, I found myself with a million
obstacles with the language that I wasn't able to
overcome.
72 Para mi bachillerato, necesitaba los
requisitos únicamente. Cogía inglés básico o
conversacional. Cursos intensivos, no. Pero,
las demás clases para completar el
bachillerato muchas veces los libros eran en
inglés y la maestría, pues, fue básicamente
toda en inglés. Gracias a Dios, siempre
contaba con alguien que me ayudara a
traducir lo que necesitaba estudiar o usaba
mucho el diccionario. Fuera de eso, si fue un
reto, pero lo podía manejar.
For my bachelor's degree, I needed only the
requirements. I would take Basic or
Conversational English. Intensive courses, no.
But, the rest of the classes that I needed to
complete my bachelor's degree, many times, the
books were in English and for my master's
degree, well, it was basically all in English.
Thank God, I always had someone to count on
that would help me translate what I needed to
study, or I would use a lot the dictionary. Outside
from that, yes, it was a challenge, but I could
manage it.
73 Para mí el idioma es una parte importante
de nuestra identidad. El idioma es todo
porque el idioma es lo que te identifica, lo
que la gente puede escucharte y saber tu
nivel de conocimiento, tu procedencia, este,
tu estatus. El idioma es una parte bien
importante de lo que es el elemento cultural y
social de un individuo. Y mientras a mayor
conocimiento, mayor dominio del lenguaje.
En nuestro caso, tanto el español como el
inglés son parte de nuestro entorno cultural.
For me language is an important part of our
identity. Language is everything because
language is what identifies you, what the people
can hear you speak and know your level of
knowledge, your heritage, um, your status.
Language is a very important part of what are the
cultural and social elements of an individual. And
the more knowledgeable, the more mastery of the
language. In our case, both Spanish and English
are part of our cultural environment.
75 El inglés ya es parte de nuestra realidad
social y cultural. Y es… y es, eh, no es que
English is already part of our social and cultural
reality. And it is…it is, um, not that it is a super
221
sea una cosa importantísima pero a lo mejor
dentro de lo que es ya la realidad del
puertorriqueño, la realidad de vida, es un
elemento importante en el desarrollo del ser
humano. Por los libros, por la música, por el
conocimiento dentro de nuestro lenguaje
normal. Ya nosotros tenemos tanto préstamo
del inglés que nuestro idioma ya no es puro.
Y es bien importante conocerlo y dominarlo o
por lo menos tener esa idea de cómo es.
important thing, but maybe within what is already
the reality of Puerto Ricans, the reality of life, it
is an important element in the development of the
human being. Because of the books, because of
the music, because of the knowledge within our
normal language. We already have so much
borrowing from the English, that our Spanish
language is no longer pure. And it is very
important to know it, to master it, or at least to
have an idea of how it is.
75 No, para mi identidad como puertorriqueña
no me hace falta saber Inglés. No me interesa
aprender otro idioma, porque para mí me
identifica el español. Para enriquecerme,
eh.... claro. Si uno visita otros países, pues
claro me gustaría, pues, dominar totalmente
y si voy a Japón, pues el idioma de Japón, eh,
China, verdad, pues poder hablar en chino...
eh, Estados Unidos, pues con mucha fluidez
el inglés, pues claro a quien no le gustaría.
Francia, pues en francés, pero para que me
identifique como puertorriqueña... no, no me
interesa. Con el español me identifico muy
bien. Ese es nuestro vernáculo y lo que nos
define como puertorriqueños.
No, for my identity as a Puerto Rican, I don’t
need to know English. I am not interested in
learning another language because what identifies
me is Spanish. For enrichment, um, of course. If
one visits other countries, well, of course, I
would like to, well, master it totally and if I go to
Japan, well then the Japanese language, um,
Chinese, well, be able to talk Chinese…um,
United States, well, the English with a lot of
fluency, of course, who wouldn’t like that.
France, well in French, but to identify myself as a
Puerto Rican…no, I am not interested. I identify
well with the Spanish language. That is our
vernacular and what identifies us as Puerto
Ricans.
76 Es muy, muy necesario y muy importante
porque el inglés está en todo. Es un
idioma prácticamente universal y está en
todo. Por lo menos lo mínimo, la base
uno la necesita porque el inglés ya es parte
de nuestra cultura y no se puede desligar.
Desde los letreros, todos los lugares, eh, las
personas, en las oficina, en los documentos,
en la música que escuchamos, en los
programas que vemos, en todo. Lo que pasa
es que no todos en Puerto Rico vemos lo
importante que es el aprenderlo y siempre va
a haber el que piensa que no lo necesita para
nada o el que mezcla esto del idioma con sus
ideales.
It is very, very necessary and very important
because English is everywhere. It is practically a
universal language, and it’s everywhere. At least
the minimum; one needs the basics because
English is part of our culture and cannot be
separated. From signs, everywhere, um, the
people in their offices, documents, in the music
that we listen to, in the programs that we see, in
everything. What happens is that not everyone in
Puerto Rico sees the importance of learning it,
and there is always going to be the one who
thinks that he/she does not need it or the one that
mixes the language issue with their ideals.
77 Bueno en Puerto Rico hay muchos lugares
que si lo requieren, pero para nosotros como
país, no. Para el diario vivir, para
confraternizar, para poder dialogar, para
poder comprar, hacer diferentes
actividades... no, no es necesario.
Obviamente, pues si hay lugares que si lo
exigen porque ya, verdad, su formato de
trabajo, eh, su administración, pero para
nosotros como comunidad, poder
convivir...no.
Well, in Puerto Rico there are many places that
do require it, but for us as a country, no. For our
daily lives, to get together, to have conversations,
to be able to buy things, to do different
activities…Obviously, well there are places that
do require it because they already have it as part
of their job requirements, um, their
administration, but for us to be able to coexist as
a community, no.
222
78 Yo entiendo que una persona que es bilingüe
es una persona que tiene un dominio total de
dos idiomas. En mi caso sería inglés y
español. Pero yo no domino el inglés a
cabalidad así que no me considero bilingüe.
Aunque puedo decirlo y entenderlo pero no
me considero bilingüe porque no lo domino a
cabalidad.
I understand that a person that is bilingual is a
person that has total mastery of two languages. In
my case, it would be English and Spanish. But I
do not master the English language completely,
so I do not consider myself bilingual. Even
though I can speak it and understand it, I do not
consider myself bilingual because I do not fully
master it.
78 No, para nada. Para mi bilingüe es una
persona que puede dominar la escritura,
lectura, y, verdad, comunicación verbal,
ambos idiomas. Yo lo entiendo y lo puedo
escribir pero no me considero bilingüe.
No, not at all. For me bilingual is a person that
can master writing, reading, and oral
communication in both languages. I understand
and I can write it, but I do not consider myself
bilingual.
79 Es bien importante. Es bien importante
porque como te dije nosotros tenemos
demasiado mucha contaminación con el
inglés y ya los tiempos están cambiando, por
ejemplo, uno va a pueblos como Guaynabo y
todo los letreros están en inglés. En
Guaynabo City todo está en inglés y tú tienes
que saber porque si no, ¿qué va a pasar
contigo? O sea, que el idioma se está
volviendo más importante y más necesario
para nuestro desarrollo como ser humano.
Como individuos, como seres integrales que
vivimos en este país en donde todas las cosas
tienen por alguna razón algo que ver con el
idioma de inglés. Algo. Los muchachos, las
terminologías de los muchachos, eh, tú vas a
los sitios y todo esta rotulado en inglés. Eh,
los mensajes, ahora las camisas y todo los
mensajes son en inglés, la música…o sea
estamos bien, bien contaminados. Es bien
importante. Es bien y necesario el saber
inglés en Puerto Rico.
It’s very important. It’s very important because as
I said, we have too much contamination with the
English language and times are already changing,
for example, you go to towns like Guaynabo and
all the signs are in English. In Guaynabo City
everything is in English. And you have to know
because if you don’t, what’s going to happen to
you? So, the language is becoming more
important and more necessary for our
development as human beings. As individuals, as
integral beings that live in this country where
everything has, for some reason, something to do
with the English language. Something. Kids, the
terminology that kids’ use, um, you go to places
and everything is labeled in English. Um,
messages, logos in shirts; everything is in
English, music…in other words, we are very,
very, contaminated.
80 Ahora mismo para las actividades culturales,
verdad, que voy, no me hace falta. Para el
trabajo que estoy iniciando que quiero hacer,
no me hace falta. Para comunicarme con
otras personas con las personas que
regularmente me comunico, no me hace falta.
Para ir a comprar o hacer otras actividades
del diario vivir, no me hace falta. Pues
posiblemente eso contribuye a que no tenga
empeño en querer aprender y en verle la
importancia.
Right now, for all of my cultural activities, um,
that I attend, I don’t need it. For the work I am
initiating, that I want to do, I do not need it. To
communicate with other people, with the people I
regularly communicate with, I don’t need it. To
go shopping or do other daily activities, I do not
need it. Well, possibly that contributes to my lack
of wanting to learn it and seeing its importance.
80 Está el factor familiar, porque en mi casa no
lo hablaban y el factor económico porque
tampoco era que mi mama me podía pagar
un colegio privado. Ella hubiese querido, y
hasta me lo propuso, pero yo no quería. Ella
lo hacía pensando en que tal vez ahí podía
adquirir más, pero tampoco la economía de
There is the family factor because at home they
didn’t speak it, and [there is] the economic factor
because it wasn’t like my mom could pay for me
to go to a private school. She would have liked
for me to [attend private school], but I didn’t
want to. She did it thinking that maybe there I
could acquire more, but the household income
223
la casa era para que ella me pagara este
colegio bilingüe. El factor educativo que no
tuve esas maestras dedicadas, no todas, pero
en general pudo más la que menos, que la
que más. Porque tuve más maestras que tal
vez no estaban tan preocupadas por enseñar
y que nosotros aprendiéramos, sino tal vez
por cumplir y no por enseñar. Y fueron
menos las que sí quisieron enseñar, menos
que cumplir con el currículo o con la meta o
con lo establecido. Fueron muy pocas. Yo
creo que esas cosas, en adición a la actitud
mía de tenerle miedo, más quiero todas A,
entonces, esas cosas yo pienso que son las
que afectaron el que yo pudiera, tal vez, no
ser una persona full bilingüe.
wasn’t like she could afford paying for a bilingual
school. [There is the] educational factor because I
didn't have those dedicated teachers, not all of
them, but in general, those that gave less were
more, and those that could give more were less
because I had teachers that perhaps were not so
worried to teach for us to learn, but rather they
taught to comply and not to teach. There were
less teachers that did want to teach, rather than to
comply with the curriculum or with the
established goals. These were very few. I think
that these things, in addition to my attitude, my
fear, my wanting to get all A's, then, those things,
I think affected me in, perhaps, not becoming a
fully bilingual person.
81 En aquel entonces, no era que me interesaba
aprender a hablar inglés. Simplemente yo era
buena estudiante y sacaba buenas notas y
hacía lo que tenía que hacer. Y así lo hice.
Me gradué de la high; obtuve mi bachillerato
y mi maestría y ya. En este momento, lo que
estoy haciendo, no me hace falta. Y yo pues
me quiero mover en un ambiente donde me
gusta sentirme como soy. Me gusta mi
idioma, español, donde tengo mayor fluidez.
No quiero moverme a otras áreas que tengan
que ver con el idioma inglés o otros idiomas.
Realmente en estos momentos, no tengo el
interés. A lo mejor porque... no sé, a lo mejor
desanimo, porque no me interesa, porque no
es importante para mí.
At the time, it wasn’t that I was interested in
learning how to speak English. Simply, I was a
good student, and I would get good grades doing
what I had to do. And that’s what I did. I
graduated from high; obtained my bachelor’s and
my master’s, and that was it. At this moment, for
what I am doing, I don’t need it. And well, I want
to move in an environment where I like to feel
like myself. I like my language, Spanish, where I
have more fluency. I don’t want to move to other
areas that have to do with the English language or
other languages. Really, at this moment, I do not
have the interest. Maybe because… I don’t know,
maybe discouragement, because I am not
interested, because it is not important for me.
83 Mi mamá sí quería que yo aprendiera inglés
e inclusive cando yo estaba en la escuela
intermedia, ella me hizo el acercamiento de
que ella me quería sacar de escuela pública
para ponerme en un colegio privado por el
inglés, y mi respuesta fue, lo mismo que voy a
aprender allá, es lo mismo que yo voy a
aprender acá. ¿Para qué me voy a salir?
Pero, yo creo que era más el miedo de
empezar de nuevo de cero, con amistades,
ambiente nuevo, ese miedo al cambio.
My mom did want me to learn English when I
was in intermediate school. She approached me
because she wanted to take me out of the public
school to place me in a private school because of
my English, and my answer was, the same thing I
am going to learn there, I can learn here. Why
would I want to go? But, I believe that it was
more the fear I had to start again from zero, with
friends, new environment, that fear for change.
84 Yo diría que la falta de apoyo familiar tuvo
que ver con mi desinterés. A nadie le
importaba.
I would say that the lack of family support had a
lot to do with my disinterest. Nobody [in my
family] cared.
86 Pues mira, yo tenía, te puedo decir que, tal
vez así un poco de roce con el inglés con
unos primos míos de parte de mi papá que
ellos estudiaron en colegio privado y el
colegio era en inglés. La única clase de
español era español. Todo lo demás era en
Well look, I had, I can tell you, perhaps, a little
bit of exposure to the English language with my
cousins, from my father’s side of the family, who
studied in an all English private school. Their
only class in Spanish was Spanish. Everything
else was in English. And I would listen to them
224
inglés. Y yo a ellos los escuchaba y más o
menos iba recogiendo algunas palabras.
Como te dije, para mí, el poder captar era
bien, bien difícil y con ellos captaba algo
porque los veía todos los días y por lo menos
tenía ese esa hora, esa hora y media con
ellos. Y entonces pues tenía este pequeño
contacto y a lo mejor iba captando palabras,
e iba entendiendo cosas, e iba ampliando un
poquito, lo poquita que tenía.
and more or less pick up some words. As I told
you, for me, understanding [it] was very, very,
difficult, and with them, I would understand a bit
because I would see them every day and at least I
had that hour, hour and a half with them. And
then, well, I had that bit of contact and perhaps I
would retain some words, and I would understand
things, and I would expand a little, the little I had.
89 Mi mamá cuando ya se estaba acercando,
pero ya era tardío, pero cuando se estaba
acercando ya estos años de la universidad,
mi mamá me busca esta ayuda con esta
amiga que ella tiene que es americana para
que ella me ayudara con el inglés. Y ella me
daba clase, eh, como un tipo de tutorías
fuera de la escuela. Pero aun así, el tiempo
no era mucho tampoco para que ella me lo
dedicara y aun así, ya como era un nivel alto,
ya el yo poder recibir eso y poderlo
comprender era bien difícil. Yo me sabía lo
básico: el he, she, it, el they, you are, los
números, tal vez algún verbo, tal vez decir
alguna frase, pero el yo tener un
pensamiento completo, organizado, y
estructurado, para yo poder decirlo en
inglés, pensándolo en inglés, no.
My mom, when it was nearing, but it was already
too late, but when time for college was
approaching, my mom finds me this help with
this American friend that she had to help me with
my English. And she would teach me, um, like a
type of tutoring after school. But, even then, the
time [in tutoring] wasn’t enough for her to
dedicate it to me, even though it was a high level,
for me to receive that and to be able to understand
it was very difficult. I knew the basics…the he,
she, it; the they, you, are; the numbers; perhaps
some verb; perhaps some phrase, but to have a
complete, organized, and structured thought, so
that I could say it in English, thinking it in
English, no.
90 No se alentaba. No se hacía nada fuera de lo
que la maestra daba en la clase. Bueno,
algún certamen, pero era de carteles, del
idioma inglés, pero de que haya algunas
exposición, alguna actividad
extracurricular,... no. Algún cartel, pero no
es exponerte a hablar o a compartir.
It wasn’t encouraged. There was nothing done
outside of what the teacher gave in class. Well,
maybe a contest, but it was using English in
poster boards, but having other exposure, some
type of extracurricular activity,…no. Some poster
boards, but it wasn’t to expose you to speaking it
or to share.
92 Hubiera sido bien beneficioso para mí el
haberme ido en ese momento porque yo
siento que estaba a tiempo. Estaba en sexto
grado. A lo mejor no iba a captar con
la velocidad que hubiese captado un niño
pequeño, pero al estar en el ambiente,
sí, yo entiendo que si iba a poder hacerse
más fácil para mí y a lo mejor cuando
hubiese ido a la universidad el resultado de
mis estudios hubiera sido diferente. Pero, la
realidad es que yo sabía que la situación
económica en casa no era como para que mi
mamá pudiera pagarme un colegio privado.
Yo sé que ella hubiese hecho el sacrificio,
pero...no, no era posible.
It would have been very beneficial for me to have
gone at that moment because I felt that it was the
right time. I was in the sixth grade. Maybe I was
not going to understand it as fast as a small child
would, but by being in that environment, yes, I
understand that it was going to be easier for me
and maybe when I would enter college, the
results of my studies would have been different.
But, the truth is that the financial situation at
home wasn’t for my mom to pay for a private
education. I know that she would have made the
sacrifice, but…no, it wasn’t possible.
92 Yo nací en el pueblo de [mentioned Town] y
me crié junto a mis padres y mi hermana en
I was born in the town of [mentioned the town],
and I was raised with my parents and my sister in
225
un casa humilde. Mis experiencias de
chiquita fueran buenas. En casa siempre
había lo necesario para que a mi hermana y
a mí no nos faltara nada. No éramos una
familia de mucho dinero, pero siempre
teníamos comida, ropa, materiales para la
escuela. Para entretenernos, mi hermana y
yo íbamos muchos al pueblo a actividades
que el municipio o el gobierno central
auspiciaba.
a humble home. My experiences as a child were
good. At home, we always had the essentials so
that my sister and I would not miss out on
anything. We weren’t a family with a lot of
money, but we always had food, clothing, and
materials for school. As entertainment, mi sister
and I would go a lot to the town activities that the
municipality or the central government would
sponsor.
94 Bueno dependía de la maestra que tuviera
pues tenía maestras que podían, solamente
en el momento en que se ponían de pie a dar
la clase, hablaban en el inglés. Pero si un
estudiante le hablaba en español, pues ella le
respondía en español. No exigía que fuera en
inglés. Tenía algunas maestras que sí, era
todo en inglés. Exigían todo en inglés pero
era la minoría, muy pocas. Te puedo hablar
tal vez, um, de [mentioned teacher's name]
porque era esta maestra que sí pedía que
habláramos en inglés. Esto fue como en
tercer grado, y ella sí pedía que habláramos
en inglés aunque lo dijéramos mal, pero ella
nos corregía y nos trataba de mantener ese
nivel en todos los estudiantes para que todos
nos sintiéramos cómodos de hablarlo. Y nos
corregía mucho la escritura. Pero en
general, te puedo decir que no… que en los
demás niveles, en los demás salones, no fue
igual. No fue igual. La experiencia no fue…
de verdad que para mí fue bastante difícil
poderlo entender, poderlo escribir y poderlo
decir.
Well, it depended on the teacher that I would get,
for I had teachers that would, only at the moment
they would stand to teach the class, speak in
English. But, if a student would speak in Spanish,
well, she would respond in Spanish. She didn’t
require that we speak English. I had some
teachers that yes, it was all in English. They
would require for everything to be in English, but
they were the minority, very few. I can talk
about, um, [mentioned name] because it was this
teacher who would ask us to speak English. This
was like in the third grade, and she would ask us
to speak English even if what we said was wrong,
but she would correct us, and she would try to
maintain a certain level in all of her students so
that everyone felt comfortable when speaking it.
And she would correct a lot our writings. But in
general, I can say, no… at other levels, in the rest
of the classrooms, it wasn't the same. It wasn't the
same. The experiences were not…the truth, for
me it was really difficult to be able to understand
it, to be able to write it, to be able to speak it.
95 No, no. La clase de inglés era de inglés, pero
se daba en español. Se daban siempre en
español. Era curioso porque muchas veces te
decían... lo que básicamente te enseñaban
era la pronunciación, eh, los adjetivos, como
conjugar verbos. Sí, uno leía algunos
cuentos, algunas preguntas, pero
regularmente la clase completa no era en
inglés. Verdad, se utilizaban ambos idiomas,
pero el más que predominaba era el español.
Sí, algunas preguntas para contestarlas, pues
se requerían en inglés, pero no era que fuera
la clase completa.
No, no. The English class was about English, but
it was given in Spanish. It was curious because
many times they would tell you…what they
basically taught was pronunciation, um,
adjectives, how to conjugate verbs. If we would
read some stories, [then we were asked to]
answer questions, but regularly the entire class
was not in English. True, we would use both
languages, but the one that predominated the
most was Spanish. Yes, some questions to be
answered, well, they would require for you to
answer them in English, but it wasn't the entire
class.
95 Algunas veces el maestro nos contestaba en
inglés. Eso depende también el profesor,
verdad, porque hubo clases, por lo menos el
de séptimo grado era bien exigente en el
idioma inglés, y el, pues, uno le preguntaba
en español, pero no. El te contestaba en
inglés. La mayor parte del tiempo el sí
Sometimes the teacher would respond to us in
English. That depended on the teacher because
there were classes, at least my seventh grade
teacher was very demanding in regards to
English, and he, well, you would ask him in
Spanish, but no. He would respond in English.
The majority of the time he did speak English and
226
hablaba inglés y le exigía a los estudiantes a
hablarle inglés aunque fuera un disparate.
Pero es el único que yo recuerde que fue así
de exigente con el uso del inglés.
would require his students to speak to him in
English even if it was wrong. But he is the only
one I remember that was that demanding with our
use of English.
96 Eh, las maestras que yo tuve, que yo
recuerdo, no estaban comprometidas con la
enseñanza del inglés. O sea, como me
explico…no recuerdo ninguna maestra
dando la milla extra. La clase de de inglés
era otra materia más y las maestras hacían
lo que podían. Daban vocabulario, lecturas
cortas, gramática y si aprendías bien, y si no
también. Era cuestión de pasar la clase. Por
lo menos esa fue mi experiencia en mis años
de escuela intermedia y superior.
Um, the teachers that I had, that I remember,
were not committed with the teaching of English.
How can I explain…I don't remember any teacher
going the extra mile. The English class was just
another subject, and the teachers did what they
could. They would give vocabulary, short
readings, grammar, and if you learned, good; if
you didn't, it was the same. It was just a matter of
passing the class. At least that was my experience
in my years of intermediate and high school.
97 Tuve una experiencia en la escuela
secundaria donde la maestra de inglés
dejaba que la clase se fuera si no querían
estar ahí y se ausentaba mucho. El estudiante
en escuela pública, si el maestro se ausenta,
no tiene alguien que le de la clase, que le
administre trabajo durante esa hora. No hay
nadie que lo reemplace, así que eso eran
horas pérdida. Hubo un tiempo que no tuve
maestro como por varios meses, porque esta
maestra se fue y en lo que el Departamento
nombraba esta otra persona, pues eso se
tardó mucho y eso es tiempo perdido.
I had an experience in high school where the
English teacher would allow the students to leave
if they didn't want to be there, and [the teacher]
was absent a lot. In the public school, if the
teacher is absent, the students do not have
someone to come in to give them the class, to
give them work during that hour. There was
nobody to substitute, so those were lost hours.
There was a time where I didn't have an English
teacher for various months because this teacher
left, and it took a long time for the Department to
hire another person, and that was lost time.
97 No creo que las actitudes de mis maestras
influyó como veía el inglés. Más bien era mi
desinterés. Eso sí, las maestras que tuve
siempre enseñaban la clases de inglés en
español, así que no me preocupaba mucho.
Pero, también yo creo que influye el interés
que muchos maestros muestran en que el
estudiante aprenda porque hay maestros que
realmente no muestran ningún tipo de
interés, por las pocas actividades que hacían
o la manera en que enseñaban en donde se
veía esa falta de ánimo. Si vamos hablar de
factores positivos, pues algunos profesores,
pues sí. Te ensañaban con ánimo y hacían
actividades para que uno se envolviera con el
inglés. Pero hubo otros que no se enfocaban,
no daban el máximo, realmente estaban
como por, por pasar el rato como uno dice y
que el estudiante pues aprenda, muchas
veces uno no nota también ese interés. Y eso,
pues, de cierto modo afecta.
I don't think that my teachers' attitudes influenced
how I perceived English. It was more my lack of
interest. Well, yes, the teachers that I had always
taught English classes in Spanish, so I didn't
worry much about it. But also, I believe the
interest that many teachers show for their
students to learn influences students' learning
because there are teachers that, honestly, do not
show any type of interest, because of the limited
activities they would do or the way in which they
would teach where you would see that lack of
encouragement. If we are going to talk about
positive factors, well, some professors, yes. They
would teach with encouragement, and they would
do activities so that the student could get involved
using English. But there were others that were not
focused, did not give their maximum [effort],
they were, really, as if they were there to pass the
time, and as one says, as students learn. Many
times you don't see that interest. And that, in a
certain way affects [you].
99 Si se le hacía el acercamiento. Ella
respondía, pero es que hasta lo que
respondía no se le entendía. Porque tampoco
Yes, we would approach her. She would respond,
but even what she would respond to, we couldn't
understand. Because they weren't teachers that
227
eran maestras que tuvieran una correcta
pronunciación, eh, que te corrigiera tu
pronunciación también. Eh siempre, por lo
menos en mi caso, siempre terminaba
hablando español con la maestra porque era
como único se le entendía.
had correct pronunciation, um, or that would
correct your pronunciation either. Um, I would
always, at least in my case, end up speaking
Spanish with the teacher because it was the only
way you could understand her.
99 Muchas veces los maestros, alguno, por lo
menos fue mi experiencia, tienen deficiencias
en expresarse en el idioma inglés y son
maestros de inglés. Muchas veces un maestro
que está dando el curso de inglés no es
porque domine el idioma en el inglés. A lo
mejor le gusta o el maestro le tiene un poco
de interés, pero no es lo que realmente
domina. Yo tuve varios maestros así y
recuerdo uno en particular de secundaria
que realmente su dominio se observaba que
era pobre. Y muchas veces decía unos
disparates que nosotros nos teníamos que
reír. Muchas veces lo corregíamos; otras
veces se sentía incómodo. Pero ahí uno ve
que le falta...que falta... se debe preparar
mejor a esos maestros que son los que van a
educar a nuestros niños, verdad, a nuestros
jóvenes y motivarlos a que realmente, tenga
interés, que lo hagan por amor. Muchas
veces uno entiende que ellos están ahí pues
porque, yo cobro, porque me pagan... y eso
no debe ser así.
Many times the teachers, some, at least that was
my experience, have deficiencies in expressing
themselves in the English language, and they are
English teachers. Many times a teacher who is
teaching the English course, is not teaching it
because he/she masters the English language.
Maybe he/she likes it or the teacher has some
interest, but it's not that he/she really masters it. I
had several teachers like that, and I remember
one in particular in high school that you could
really observe his poor mastery. And many times
he would say these blunders that we would laugh
at. Many times, we would have to correct him;
other times he would feel uncomfortable. But
that's where you could see that he was missing
something…missing…A better preparation
should be given to those teachers who are the
ones who are going to educate our children, right,
our youth, and motivate them [teachers] to really
have an interest, to do it for the love [of
teaching]. Many times we understand that they
are there, well, because they get a paycheck…and
that should not be that way.
100 Nos daba un vocabulario y buscábamos la
definición. Pues nos daba la palabra y
nosotros con el diccionario buscábamos la
definición que no era en contexto, pero
buscábamos la definición. Y después
teníamos, nada, teníamos un examen de
vocabulario. Botella. Se olvidaba el
vocabulario porque como es botella, esa
botella la vaciabas en el examen, te daban la
nota, y ya. Siempre era lo mismo.
We would get vocabulary, and we would look up
the definition. Well, they would give us the words
and with the dictionary, we would look up the
word out of context, but we would look up the
definition. And afterwards we had, well, we had a
vocabulary test. Memorization. You would forget
the vocabulary because since it was memorized,
you would empty that information in the test,
they would give you a grade, and that's it. It was
always the same.
101 Bueno, eh, nos hacían escribir. Recuerdo
mucho trabajo escrito de pizarra. Es
que no teníamos mucho writing tampoco
porque era… es que, qué te puedo decir.
Si había una actividad en la escuela pues del
tema de esa actividad, por ejemplo, San
Valentín, pues vamos hacer una postal de
San Valentín para la persona que tú se lo
quiera hacer, y ya lo hacías, Y eso era todo;
ya hiciste la postal. La corrección si la
hacían, no iba en la postal. Y ya. Tenían los
puntos.
Well, um, they would make us write. I remember
a lot of written work from the board. It's just that
we didn't have a lot of writing because it
wasn't…it's just, what can I say. If there was an
activity in the school, well, the theme of that
activity, for example, San Valentines, well, we
would do a San Valentines card for the person
you wanted to give it to, and you would do it, and
that was it; You did the card. The corrections, if
they made any, didn't go in the card. That's it.
You had the points.
228
101 En elemental teníamos estas lecturitas
cortas, eh, y contestamos preguntitas de la
lectura o hacíamos algún dibujo. Recuerdo
que hacíamos tirillas. En elemental hacíamos
las marionetas. En secundaria, hacíamos
bosquejos y nos corregían el bosquejo pero
no era como que corrígetelo y volverlo a
escribir para que tú los practiques. Si no, lo
corregíamos y ya. Eh, o entregábamos los
trabajos y los podíamos ver de vuelta, como
no lo podíamos ver de vuelta. Pero que te
dijera que tuve esta mega maestra que se
preocupó, que fue punto por punto, no. Este
el tema, este el vocabulario, busca las
palabras, te las aprendes, o tienes un dictado
como en elemental o tienes un pareo como
era en intermedia, o tal vez en secundario te
ponían una oración y tú la ponías, llenabas
el blanco con ella. Pero esto de… yo te doy,
te corrijo, reescribe, no.
In elementary, we had these short readings, um,
and we would answer questions from the
readings, or we would do some type of drawing. I
remember doing comic strips. In elementary, we
would do puppets. In secondary, we would do
outlines, and they would correct that outline, but
it was so that you would correct it and rewrite it
so that you could practice. If not, we would just
correct it. Um, or we would turn in the work, and
we could get it back or not get it back. But, for
me to tell you that I had this super teacher that
was concerned, that explained point by point, no.
This is the topic, this is the vocabulary, look up
the words, learn them, or you would have a
dictation like in elementary school, or you would
have a matching like in intermediate school, or
maybe in secondary, they would put a sentence
and you would put the word, fill in the blank with
it. But that of, I'll give you, I'll correct, rewrite,
no.
102 Lo más que recuerdo es vocabulario.
Muchas veces me lo daban en español para
traducirlo en inglés; muchas veces en inglés
para traducirlo en español, hacer oraciones
con diferentes verbos, adjetivos, conjugar
verbos. Ese tipo de cosas. Otras estrategias
que utilizaban los maestros ya en escuela
superior, como era como preparar para la
universidad, verdad, que yo quisiera
estudiar, los maestros se enfocaban más en
la lectura. Diferentes lectura, en trabajos en
grupo, en lo que ellos llaman los debates, eh,
en cuestión de las preguntas, el vocabulario,
hacer oraciones. Muchas veces se daban
hasta conversaciones, verdad, que uno
pudiera tener eventualmente y eso era, pues,
más o menos lo que ellos utilizaban.
The most I remember is vocabulary. Many times
I would get it [vocabulary] in Spanish to translate
it in English; many times in English, so I could
translate it in Spanish, write sentences with
different verbs, adjectives, conjugation of verbs.
That type of thing. Other strategies that the
teachers would use in high school, since they
were preparing you for college, that I wanted to
study, teachers would focus more on the readings.
Different readings, in group work, in what they
called debates, um, in relation to the questions,
the vocabulary, write sentences. Many times, we
would have these conversations, right, that you
could eventually have and that was, well, more or
less what they would use.
104 No recuerdo lecturas modernas, donde el
interés por la lectura, los temas van también
cambiando. A un joven de hoy, tú le hablas
de esos temas como, verdad, Don Quijote,
esa es en español, o en inglés una de esas
novelas que llevamos leyendo treinta,
cuarenta, cincuenta años y te preguntas,
¿Qué rayos tiene esto que ver con el que yo
aprenda inglés? Ahora yo creo que debe de
ser algo más moderno. El maestro tiene que
buscar temas que estén relacionadas a lo que
está pasando actualmente, a lo que está
pasando en las vidas de los propios
estudiantes. Hacer hasta tal vez unas
encuestas para saber cuáles son los temas de
los cuales los estudiantes quieren hablar,
esos que realmente motiva, que le gusta a los
I don't remember any modern readings where the
interest for reading, the themes are also changing.
To a young person today, you talk to them about
these topics like Don Quixote, that one is in
Spanish, or in English one of these novels that we
have been reading for [the past] thirty, forty, fifty
years, and you ask yourself, what the heck does
this have to do with me learning English? Now I
believe that it should be something more modern.
The teacher has to look for topics that are related
to what is currently going on, to what is
happening in the lives of the students. Make,
perhaps, a poll to know what are the topics that
students want to talk about, those that really
motivate them, that the young people enjoy, that
they want to talk about. That could be a way and
not impose these themes that are obsolete.
229
jóvenes, de que quieren hablar. Eso puede
ser una forma y no imponer, ya unos temas
que viene siendo obsoletos. Tomar el
estudiante en cuenta a la hora de llevar ese
aprendizaje.
Consider students when the time comes for them
to learn.
106 Como es escuela pública, pues no tenemos
nuestros propios materiales así que
usábamos los materiales que habían que
eran libros viejísimo, rotos, escritos, pues
con esos libros viejísimos y cayéndose en
cantos trabajamos. Si ella no reproducía el
material, pues nosotros no lo teníamos
porque no había material para todo el
mundo. Entonces se quedaba la mitad de la
clase sin poder hacer su tareas. Porque en la
escuela pública, el maestro tiene este
material y con este material es que bregan.
Since it is public school, well, we don't have our
own resources, so we used the resources that
were available which were very old books,
broken, written, well, with those very old books
that were falling apart, we would work. If she
would not reproduce the material, well, we
wouldn't have it because there was not enough
resources for everybody. Then, half of the class
would remain without being able to do their
work. Because in the public school, the teacher
has this material, and with this material, the
teacher has to deal with.
106 Hay que revisar el currículo de inglés del
sistema público. Hay que modernizarlo para
incluir temas de interés y pertenencia
cultural, cosas de aquí, de lo que vivimos.
Muchas veces se enfocan en libros que han
ido, verdad, o han estado en el sistema
durante muchos años. Y yo creo que ya en
Puerto Rico y, verdad, en otros países,
hemos evolucionado. Yo creo que se debe de
revisar ese currículo para incluir temas de la
actualidad que nos motiven a expresarnos en
inglés
We have to revise the English curriculum in the
Public System. We have to modernize it to be
able to include topics of interest and cultural
pertinence; things from here, from what we
experience. Many times they focus on books that
have, well, or have been in the system for many
years. And I believe that in Puerto Rico, and well,
in other countries, we have evolved. I believe that
that curriculum should be revised to include
current topics that motivate us to express
ourselves in English.
107 En la escuela lo único que me motivaba era
el tener buenas notas y pertenecer al cuadro
de honor. Y yo lograba eso porque era muy
responsable con mis trabajos. Pero, la
realidad es que más que ponerle empeño a
aprender inglés, era el cumplir con lo que me
pedían y punto. Después que yo mantuviera
buenas notas, todo estaba bien.
At school, the only thing that motivated me was
having good grades and belonging to the Honor
Roll. And I would achieve this because I was
very responsible with my work. But, the truth is
that more than just putting in effort to learn
English, it was accomplishing what they would
ask for, period. As long as I would maintain good
grades, everything would be fine.
107 Antes, pues, no tenía interés, verdad, como le
había comentado en la entrevista anterior.
No tenía interés. Eventualmente, pues, el
interés... o tenía que tener interés...o tenía
que tener interés, pues, porque quería pasar
unos cursos, quería hacer unas cosas, y eso
pues, obviamente me ayudó a adquirir
conocimiento a adquirir otras destrezas que
antes no tenía, por eso un poquito mejor.
Before, well, I didn't have any interest, right, as I
had stated in my previous interview. I wasn't
interested. Eventually, well, the interest…or I
would get interested, or I would get interested,
well, because I wanted to pass certain courses; I
wanted to do certain things, and that, well,
obviously, helped me to attain the knowledge or
acquire other skills that I didn't have before, that's
why [my interest] is a bit better.
108 Wow, parte de mi identidad…pues fíjate, mi
idioma es parte de mi identidad el cual
domino muy bien. Pero tal vez ese segundo
idioma también es parte de mi identidad por
todos esos préstamos que tenemos del inglés,
y todas esas palabras que tenemos del inglés
Wow, part of my identity…well look, my
language, which I master very well, is part of my
identity. But, perhaps, that second language is
also part of my identity because of all the
borrowing we have from English, and all of these
words that we have from English, and all of that
230
y todo esa cultura que tenemos del inglés. Así
que también se podría considerar, o por lo
menos yo podría considerar, que ese inglés
es parte de mi identidad como
puertorriqueña.
culture that we have from English. So we could
also consider, or at least I could consider, that
English is part of my identity as a Puerto Rican.
109 Parte de mi identidad como
puertorriqueña.... que me identifica? Bueno,
el idioma. El idioma es lo que nos identifica
siempre. Nosotros los puertorriqueños nos
identificamos, porque los boricuas en todo el
mundo se conoce que tenemos que hablar el
español, como para los americanos se
conoce que su idioma es en inglés. Para mí
me identifica, porque eso es parte de las
raíces de nosotros y por lo que nos
identificamos en el mundo. Por el idioma, la
bandera, por el himno, pero el idioma
primordialmente.
Part of my identity as a Puerto Rican…what
identifies me? Well, the language. Language is
what always identifies us. We Puerto Ricans
identify ourselves because Boricuas in the entire
world are known for speaking Spanish, as
Americans are known for speaking their language
which is English. For me, it identifies who I am
because it part of our roots and for which we are
identified in the world. By our language, our flag,
our hymn, but primarily, our language.
110 Tal vez por timidez, por desconocimiento del
idioma, porque no fui muy bien instruida
tampoco. En mi casa no tenía ese… ese….ese
círculo en donde tuviera un televisor que
viera en inglés, o música que escuchara en
inglés, o alguien que me hablara en inglés. O
sea me relacione más con el español que con
el inglés y como que le cogí miedo por
equivocarme, por la burla. Tenía
compañeras que si decían algo, venía este
otro compañero y lo relajaba o decía algo y
la maestra lo reprendía o lo corregía o no lo
hacía de buena manera o si lo decía mal,
tampoco lo corregía. Y, pues, todas esas
cosas eran lo que hacía que yo como que le
cogiera más y más miedo al inglés.
Perhaps because of my shyness, for not knowing
the language because I wasn't taught well either.
In my home I didn't have that…that…that
exposure where I would have a television that I
could watch [programs] in English, or music that
I could listen to in English, or somebody that
would speak to me in English. In other words, I
was more related to Spanish than to English, and
I became afraid of making mistakes, of being
ridiculed. I had classmates that if they would say
something, this other classmate would make fun
or would say something, and the teacher would
reprimand him or would correct him but not in a
good way, or if something would be said
incorrectly, she wouldn't correct you either. And,
well, all those things where what made me fear
more and more the English language.
110 Estábamos todos más o menos como en lo
mismo y todos pa' la escuela hacíamos hasta
a veces bromas, relajamos con relación al
idioma, pero se pasaba bien. Casi siempre
era la pronunciación, eh, los significados, a
veces...pues, verdad, esto, no sé, la
pronunciación regularmente pues cuando
alguien lo decía no los relajábamos en forma
de relajo sano. No era para burlarse, era
más bien, cosa de muchacho.
We were all, more or less, the same, and at school
everyone would even make jokes, make fun of
the language, but we had a good time. It was
almost always the pronunciation, um, the
meaning, sometimes, well, this, I don't know,
regularly the pronunciation because when
somebody would say something, we would make
fun but in a sane way. It wasn't to scoff at anyone;
it was more, kids stuff.
113 Las experiencias socio-culturales juegan un
papel sumamente importante ya que
según sea el desarrollo y el ambiente serán
los resultados a corto y largo plazo en el
aprendizaje del individuo. En mi caso fueron
las experiencias negativas las que afectaron
mi proceso de aprendizaje del inglés como
Socio-cultural experiences play an extremely
important role since short and long term results in
an individual's learning will be according to their
development and their environment. In my case,
it was the negative experiences that affected my
process in learning English as a second language
during my schooling years. Perhaps, another
231
segundo idioma durante mis años escolares.
Tal vez otro ambiente u otro tipo de maestro,
el resultado hubiese sido tal vez favorable
para mí. Ahora que soy madre y sabiendo lo
importante y crucial que es el inglés en
nuestro entorno deseo que mi hija tenga la
oportunidad de aprenderlo, a diferencia de
mi.
environment or another type of teacher, the
results would have been, perhaps, favorable for
me. Now that I am a mother and knowing how
important and crucial English is in our
environment, I wish for my daughter to have the
opportunity to learn it, different from me.
113 Las experiencias socio-culturales juegan un
rol negativo en las actitudes del aprendizaje
del inglés como segundo idioma en Puerto
Rico. Considero que esto se debe a la poca
exposición que tiene la sociedad a eventos o
actividades en el que predomine el idioma
inglés. Los gobiernos que ha tenido P.R. han
sido pobres en fomentar actividades, cursos,
u otras formas de educar a la comunidad en
el idioma inglés. También ha sido pobre en
supervisar la enseñanza del idioma en inglés
en las escuelas públicas del país.
Socio-cultural experiences play a negative role in
the attitudes of learning English as a second
language in Puerto Rico. I consider that this is
due to the limited exposure society has to events
or activities in where the English language
predominates. The governments that Puerto Rico
has had have been poor in promoting activities,
courses, or other forms of educating the
community in the English language. They have
also been poor in supervising the teaching of
English as a second language in the public
schools of this country.
116 Las experiencias que yo tuve con el inglés en
la escuela, en mi casa, con mis amistades, no
fueron significativas para yo aprender bien
el inglés. Es que la exposición al idioma era
mínima. O sea, todo lo que yo hacía, las
actividades que yo iba, la música que yo
escuchaba era mayormente en español.
Entonces cuando me gradué de escuela
superior, pues mi nivel de proficiencia era
pobre. Lo mismo me pasó en la universidad.
Yo hice lo que pude para pasar la clases de
inglés y ya. El poquito de inglés que yo sé
ahora, es por una exposición que yo tuve ya
como profesional ya une vez me gradué de la
escuela, en el área del trabajo donde estuve
que tuve una exposición al inglés todo el
tiempo.
The experiences I had with English at school, at
home, with my friends, were not significant for
me to have learned English well. It's just that the
exposure to the language was minimum. In other
words, everything I would do, the activities I
would go to, the music I would listen to was
mainly in Spanish. Then, when I graduated from
high school, well, my proficiency level was poor.
The same thing happened to me in college. I did
what I could to pass the English classes, and that's
it. The little English I know now is due to an
exposure I had as a professional once I had
graduated from college, in the workplace I was
in, that I had exposure to the English language all
the time.
116 Las experiencias socio-culturales son
cruciales a la hora del aprendizaje de un
nuevo idioma, cuanto lo asimilemos y lo
acoplemos a nuestras experiencias de
vida son lo que garantiza un correcto
aprendizaje. El haber tenido un contacto
directo con él a mi edad de 26 años en un
colegio bilingüe me permitió entenderlo,
perderle el miedo y aprenderlo. El
convertirse en parte de mi diario vivir esa
exposición al inglés, fue lo que me ayudo a
entenderlo. Por tanto, a mayor exposición,
mayor aprendizaje.
Socio-cultural experiences are crucial when
learning a new language. As we assimilate it and
as we make it part of our life experiences, that's
what going to guarantee a correct learning.
Having had a direct contact with it [English] at
my age of 26 in a bilingual school, allowed me to
understand it, lose the fear, and learn it. Having
that exposure to English, be part of my daily life
was what helped me to understand it. Therefore,
the more exposure, the more learning.
117 Las experiencias socio-culturales afectan el
aprendizaje del idioma inglés en Puerto Rico
Socio-cultural experiences affect the learning of
English as a second language in Puerto Rico
232
ya que no se fomentan actividades en las que
se necesiten el conocimiento de éste. En
Puerto Rico considero que se deben revisar
las diferentes actividades que se presentan a
la comunidad. A modo de ejemplo se deben
ofrecer cursos de idioma libre de costos en
las diferentes comunidades. Se deben revisar
los currículos de enseñanza de las escuelas a
nivel elemental, intermedia, y superior para
incluir experiencias educativas que tengan
pertenencia a la cultura puertorriqueña y a
las experiencias que el joven puertorriqueño
conoce. De esta manera se motiva al
estudiante a encontrar esa conexión con el
inglés.
because activities where you need the English
knowledge are not promoted. I consider that in
Puerto Rico, activities that are presented to the
community must be revised. As an example, there
should be courses offered, free of cost, to the
different communities. Curricula used for
teaching in the elementary, intermediate, and high
school should be revised to include educational
experiences that have pertinence to the Puerto
Rican culture and to the experiences that the
Puerto Rican youth knows. In this manner,
students are motivated to find that connection
with the English language.
118 Yo pienso que en el futuro, el inglés debe
tener más exposición, por lo menos en la
escuela pública. A diferencia de las escuelas
públicas, el colegio privado le da un poco
mas de énfasis a la enseñanza del inglés en
sus clases y lo integra con otras clases. Yo
pienso que las escuelas públicas tienen que
tener más exposición porque estamos con
estudiantes que están ya en contacto con ese
idioma, ya sea por las redes sociales, ya sea
por videos, ya sea por ellos mismos. Yo
entiendo que en el futuro, la escuela pública
tiene que tener una visión un poco más
abierta a lo que es el inglés. Igual el maestro
que vaya a dar la clase. Debe ser un maestro
que tengaexposición al inglés ,
independientemente que su clase sea la de
inglés o no porque el educador en Puerto
Rico tiene que abrirse. En estos momentos el
educador no se abre al idioma, salvo el
maestro de inglés y no necesariamente te lo
hablan en inglés …que esa es mi experiencia
exactamente. Pero, yo entiendo que los
maestros en general debemos de motivar e ir
a la par con el estudiante. De esta manera
todos aprendemos y nos enriquecemos en
ambos idiomas.
I believe that in the future, English should have
more exposure, at least in the public school.
Different to public schools, private schools give
more emphasis to the teaching of English in their
classes, and it's integrated to other classes. I think
that public schools have to have more exposure
because we are [dealing] with students that are
already in contact with that language, whether it's
through social networks, through videos, or
among themselves. I understand that in the future,
the public school has to have a vision that is more
open to what English is. The same for the teacher
who is going to teach the class. It should be a
teacher that is exposed to English, regardless
whether his/her class is English or not because in
Puerto Rico educators have to be open. At this
moment, the educator is not open to the language,
except for the English teacher, and not
necessarily he/she will speak in English… which
was exactly my experience. But, I understand that
teachers in general have to motivate and be at par
with the student. This way, we all learn, and we
all enrich ourselves in both languages.
120 Pues mira yo pienso que para mejorar la
enseñanza del inglés en Puerto Rico… uno,
los currículos deben de ser atractivos para el
estudiante. Dos, los maestros y los profesores
deben de estar expuestos a ello y contribuir a
que el estudiante se exponga a ello. Y tres, el
maestro tiene que tener el conocimiento
para darla, para que el estudiante también
lo pueda asimilar. Entonces, yo entiendo que
sí, que los currículos, los maestros deben
estar sumido, o por lo menos tener ese
contacto, y llevar al estudiante a tener el
Well look, I think that to improve the teaching of
English in Puerto Rico…one, curricula have to be
attractive to the student. Two, teachers and
professors have to be exposed to it and contribute
so that students are exposed to it. And three, the
teacher has to have the knowledge to teach it, so
that the student could also assimilate it. Then, I
understand that, yes, the curricula, the teachers
have to be submerged, or at least have that
contact and lead the students to have that contact
with the language.
233
contacto con el idioma.
121 Desde pequeño a esos maestros de la clase
de inglés, que den la clase en inglés. Exponer
a ese segundo idioma, a los estudiantes desde
pequeñitos, aunque sea cuarenta, cincuenta
minutos, todos los días, verdad, por cinco
días que es lo que regularmente lo que se
estudia aquí, a ese idioma. No de que si tu
vas a coger una clase en inglés hablen cinco
minutos en inglés, y los otros cuarenta y
cinco minutos hablen en español. Porque ahí
realmente no se está enseñado. Ahí tú estás
dando algún tips, pero una enseñanza debe
ser en el idioma. Si es en inglés...es en inglés
y punto.
Starting at an early age, those English teachers
have to give the class in English. Expose the
students to that second language at a very early
age, even if its forty, fifty minutes every day, five
days which is regularly what is taught here. Not
that if you are going to take an English class, they
speak for five minutes in English and the rest of
the forty five minutes in Spanish. Because that is
where you are not really teaching. There, you are
giving some tips, but learning [a second
language] should be in the [target] language. If
it's in English, well, it's in English, period.
121 Para mejorar la enseñanza del inglés
también necesitas mejorar dentro de lo que
es la infraestructura de la escuelas, los
materiales de las escuelas... que los maestros
tengan los recursos para poder integrar la
tecnología, que es lo que a ellos les atrae. O
sea, recuerda que el estudiante de escuela
pública, en su mayoría, vienen ya con una
actitud negativa hacia el inglés. Entonces,
hace sentido que lo primero que hay que
hacer es pensar, ¿Cómo yo puedo atraer a
ese estudiante, como lo puedo enamorar del
inglés? Pues vamos a empezar utilizando
recursos que a ellos les atrae, que tenga
pertenencia para ellos.
To improve the teaching of English, you also
need to improve within the schools'
infrastructure. the materials in school… that
teachers have the resources in order to integrate
technology, which is what they are attracted to. In
other words, remember that the student in the
public school, the majority, already come with a
negative attitude towards the English language.
Then, it would make sense that the first thing we
have to do is think, How can I attract that
student? How can I have that student fall in love
with English? Well, let's start by utilizing
resources that they find attractive, that have
pertinence for them.
123 El reto más grande que tiene nuestro sistema
público en cuanta a la enseñanza del inglés,
es el mismo Departamento; las mismas
personas que lo administran; la burocracia
que hay en el sistema y lo politizado que está.
El ser una agencia del gobierno eso lo afecta
porque depende cada cuatro años de la
persona que este allá arriba. O sea, si hoy
son las elecciones y gana un PNP, pues ya el
que estaba que era Popular con todas las
cosas que ya él había hecho durante cuatro
años no existen, no son validas, no
funcionan. Tiene que venir éste y en cuatro
años volver a reestructurar una agencia para
que cuando él termine de estructurarla, gane
otro partido. Así que lo que ya éste hizo, ya
no funciona. Estamos en esta papa caliente y
por eso no se le pone un… no se le da la
prioridad, la importancia que tiene la
educación. Entonces si fuera un sistema, por
lo menos pienso yo, que si fuera un sistema
que estuviera desligado del gobierno, que
fuera aparte en donde estuviese esta persona
The biggest challenge that our public system has
in regards to the teaching of English, is the
Department itself; the same people that
administer it; the bureaucracy there is in the
System and how politicized it is. Being a
governmental agency affects it because it is
dependant, every four years, on the person who is
on top. In other words, if today are the elections,
and someone from the NPP wins, well, the one
who preceded him from the PDP, well,
everything he had done during his four years, no
longer exists, is not valid, does not work. This
one has to come in and in four years again
restructure an agency so that when he is done
restructuring it, another Party wins. So what this
person already did, no longer works. We are
passing around a hot potato, and that's why they
don't put… priority is not given, the importance
that education has. Then, if it were a system, at
least that is what I think, if it were a system that
was not tied to the government, they would stand
apart, where this person who is an educator, not
just anyone, [but] an educator that knows the
234
que fuese educadora, no una persona
cualquiera, un educador que sabe la realidad
de la educación, que estuviese ahí, que fuera
el que permitiera que la educación en esta
país pudiera aflorar y se pudiera integrar y
pudiera ser vanguardista y pudiera ser
atemperado con el tiempo. Yo creo que esas
cosas influenciarían y ayudarían a mejor la
educación, a mejorar el idioma. No tanto el
idioma en inglés nada mas, sino también el
vernáculo nuestro porque la realidad es que
nuestro estudiantes están carentes de ambos.
reality of education, that's there, that would allow
the education of this country to flourish, and that
could be integrated, and that could be a
vanguard, and that could be adapted to the times.
I think that those things would influence and
would help to improve education, to improve the
language. Not just the English language, but also
our vernacular because the truth is that our
students are deficient in both.
124 El sistema público de Puerto Rico tiene que
atemperarse a las realidades sociales y
culturales que está pasando Puerto Rico.
Debe mejorar desde la raíz del sistema
mismo que es la parte burocrática del
Departamento. No debe ser una agencia
dominado por el gobierno. Luego, debe
mejorar la infraestructura de las escuelas y
ponerla a la vanguardia de la tecnología.
Los maestros debe tener conocimiento y
contacto con el idioma e integrarlo a sus
clases. Los estudiantes de Puerto Rico están
sumamente expuestos al idioma y estos deben
ser motivados a continuar adquiriendo
conocimiento del inglés sin perder de
perspectiva su vernáculo.
Puerto Rico's Public System has to adapt to the
social and cultural realities that are happening in
Puerto Rico. It has to improve from the root of
the System itself which is the bureaucratic part of
the Department. It should not be an agency
dominated by the government. Then, it should
improve its schools' infrastructure and place them
a vanguard in technology. Teachers should have
the knowledge and the contact with the language
and be able to integrate it to their classes.
Students in Puerto Rico are extremely exposed to
the language, and they should be motivated to
continue acquiring the knowledge in English
without losing their perspective of their
vernacular.
125 A raíz de las experiencias socio-culturales
que se viven en la isla, la educación del
inglés en el sistema público de Puerto Rico
puede mejorar a raíz de fomentar actividades
curriculares adecuadas a los grados
escolares. Se deben realizar actividades que
motiven a los estudiantes a aprender el
idioma de manera que se pueda disfrutar este
aprendizaje. Entre estas: integrar la música,
integrar el arte en el aprendizaje del idioma,
fomentar la lectura e integrar actividades del
diario vivir.
I light of the socio-cultural experiences that are
lived on the Island, the teaching of English in
Puerto Rico's Public System could improve by
promoting curricular activities that are adequate
for the school grades. We should conduct
activities that motivate students to learn the
language in a way that they can enjoy that
learning. Among these: integrate music, integrate
art in the learning of a new language, promote
readings and integrate daily life activities.
125 Desde Kínder tiene que haber lectura,
comprensión de lectura. No dejarlo para la
secundaria. Y desde que estás en cuarto,
quinto, sexto grado, eh, todas esas destrezas
de lo que es el vocabulario, actividades en
grupo enfocar mucho la expresión oral.
Porque muchas veces se habla, verdad, los
salones de inglés en español y eso, pues, eso
afecta porque entonces no se lleva
correctamente lo que es el idioma inglés. O
sea la clase de inglés es en inglés y punto. Lo
que yo creo que se debe modificarse, es tal
vez la forma que se enseña el inglés. Cuando
Staring from Kinder, there has to be readings,
reading comprehension. This cannot be left for
secondary school. And in fourth, fifth, sixth
grade, um, all those skills involving vocabulary,
group activities that focus mainly on oral
communication. Because many times, English
classes are taught in Spanish and that, well, that
affects because then you don't learn correctly the
English language. In other words, English class is
in English, period. What I believe that should be
modified, is perhaps, the way English is taught.
When you do it many times in fun ways, in a way
that is pleasurable, you are encouraging students'
235
tú lo haces muchas veces de manera
divertida, de una manera agradable, tu le
fomentas ese interés al estudiante. Yo creo
que lo que hace falta es como que otras
actividades que sean creativas. Mas
creatividad es lo que hace falta para motivar.
interest. I believe that what is missing are other
forms of activities that are creative. More
creativity is what is needed to motivate.
