Descriptive Study on the Acculturation Process for English Teachers in the Indigenous Culture of Bribri in Talamanca

UNIVERSIDAD MAGISTER

FACULTAD DE EDUCACIÓN

CARRERA DE LICENCIATURA EN ENSEÑANZA DE INGLÉS

TESIS PARA OPTAR AL GRADO DE

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

IRMA BROWN FORBES

JANUARY, 2016

SUBJECT

Descriptive study on the

acculturation process for no

indigenous English teachers in the

indigenous communities of Bribri

in Talamanca

PROBLEM

How no indigenous English teachersexperience the acculturation processwhen they have to work in theindigenous communities?

JUSTIFICATION

Being an English teacher in an indigenous

community it´s a life changing experience.

When teachers are sent there, nobody tells

them the changes they are about to faced,

the importance of adapting to the culture

and tolerant needed when the cultural

differences arise.

Need to bond with the inhabitant

Understand and accept the difference from their own culture

Live away from home

Facing a new language

Different food

Different customs and traditions

GENERAL OBJECTIVE

•Describe the acculturation process of the

no indigenous English teachers in the

indigenous communities of Talamanca,

based on the socio- cultural, familiar,

emotional, to facilitate the teaching –

learning process.

SPECIFIC OBJECTIVES

To identify the personal background of no

indigenous English teachers working in the

indigenous communities of Talamanca.

To describe the educational background, of the

no indigenous English teachers working in

indigenous communities of Talamanca.

SPECIFIC OBJECTIVES

Describe the cultural background of the

teachers who work in the indigenous

communities.

Identify emotional factors of teachers who

work in the indigenous communities.

Acculturation process begins with the contact

between two different cultural backgrounds.

ACCULTURATION

Individuals are able to adjust to new cultures and benefit from new

intercultural experiences

Processes of social, cultural and

psychological adaptation of an

individual

Includes acquiring languages and

adopting new cultural customs

no indigenous English teachers working in anindigenous area face these and many changesmore, and their families also have to be part of theadapting process because it is very difficult to takeall the members of the family to live there.

These investigation took place at Upper Talamanca Valley, Limon

Province, Costa Rica. Amubri is the heart of the indigenous reserve of

Talamanca. From Bribri town take two buses through La Pera road or to

the side of the Sixaola River, passing by the communities of Chase,

Bambú and Suretka, get to the Telire River, cross by motorboat and get

on a bus at the other side of the river. Amubri is surrounded by other

neighbor communities like Kekolde, Dique, Corbita, Kachable, Tsuiri, Los

Cocos. It limits to the north with the community of Suiri, to the south

with the community of Soki, to the east with the community of Los Cocos

and to the west, it limits with the communities of Córbita and Kachabri.

LOCATION

THE COLEGIO TÉCNICO PROFESIONAL DE TALAMANCA

The Colegio Técnico Profesioonal de Talamanca

was founded in 1974, in the community of Hone

Creek, located in the district of Cahuita. First it was

a school part of the group of agricultural schools in

the country, later it became professional technical

schools and the educational offer was diversified.

15 administrative

• 1 Principal

• 1 Assistant

• 2 Administrativeassistants

• 1 Secretary

• 2 Counselors

• 1 Librarian

• 3 Janitors

• 4 Security guards.

850 Students

• 29 groups

• 3 special education groups

56 teachers

• 33 tenure and

• 23 interim

Colegioi Sulayöm the first indigenous high school in Costa

Rica. It was founded in 1995 and its first name was “Colegio

Tercer Ciclo de Amubri” (Third Cycle High School of Amubri).

It was the first academic school located in the community of

Amubri, Talamanca, and Limón, Costa Rica. Because of the

very long distances many students have to walk to go to

school, there are many rivers they have to cross over, it is

difficult for them to get back home every single day after

school duties. so students from very far have to look for a

place to stay during school days because the only way to get

home is walking about 8-hours

COLEGIO SULAYÖM

230

Stu

den

ts • 11 GROUPS

Teac

her

s • 12 Teachers

Ad

min

istr

ativ

es • 1 Principal

• 1 Asistant

• 2 Secretaries

• 2Janitors

• 2 Guards

The Research

Acculturation and Deculturation

acculturation

In order to understand what no indigenous English teachers go through when

they go to work at the indigenous communities of Talamanca, it is important to

understand the meaning of the word acculturation and deculturation.

Deculturation

Cultural modification of anindividual, group, or people byadapting to or borrowingtraits from another culture

Process of divesting a tribe orpeople of their indigenoustraits

THEORIES OF ACCULTURATION

Language• The largest factor in successfully acculturating

Immersion

• Includes coming to understand the customs, traditions,acceptable behaviors and learning the language

Assimilation

• Involves the accumulation of information about a new cultureand resulting adaptations to match the new culture

Integration

• Includes participating socially in an environment to be considered an equal among the society

Variable N° 1: Personal background of no indigenous English teachers working in the indigenous communities of Talamanca.

• It refers to the Personal background of noindigenous English teachers working in theindigenous communities of Talamanca.

Conceptual

Definition

• In order to identify the Personal backgroundof no indigenous English teachers working inthe indigenous communities of Talamancathey will answer a questionnaire design tocollet that information.

Operational

Definition

• A questionnaire used to collect the neededinformation about the Personal backgroundof no indigenous English teachers working inthe indigenous communities of Talamanca.

Instrumental

Definition

Variable N° 2: Educational background, of the no indigenous English teachers who work in indigenous communities of

Talamanca.

• It refers to the Educational background, ofthe no indigenous English teachers whowork in indigenous communities ofTalamanca.

Conceptual

Definition

• In order to describe the educationalbackground, of the no indigenous Englishteachers who work in indigenouscommunities of Talamanca. They willanswer a questionnaire designed to colletthat information.

Operational

Definition

• A questionnaire designed to collectinformation about Educational background,of the no indigenous English teachers whowork in indigenous communities ofTalamanca, they will answer a questionnairedesign to collet that information.

Instrumental

Definition

Variable N° 3: cultural background of the teachers who work in the indigenous communities.

• Cultural background of the teachers whowork in the indigenous communities.

Conceptual

Definition

• In order to determine the cultural backgroundof the teachers who work in the indigenouscommunities they will answer a questionnairedesign to collet that information.

Operational

Definition

• A questionnaire designed to collectinformation about the cultural background ofthe teachers who work in the indigenouscommunities, they will answer a questionnairedesign to collet that information.

Instrumental

Definition

Variable N° 4: Emotional factors of teachers who work in the indigenous communities.

• It refers to emotional factors of teacherswho work in the indigenous communities.

Conceptual

Definition

• In order to determine the social, emotionalfactors of teachers who work in theindigenous communities, they will answer aquestionnaire designed to collet thatinformation.

Operational

Definition

• A questionnaire designed to collectinformation about emotional factors ofteachers who work in the indigenouscommunities, they will answer aquestionnaire design to collet thatinformation.

Instrumental

Definition

ANALYSIS AND INTERPRETATION OF THE RESULTS

The analysis of the collected data is presented

variable by variable, at the same time they are

going to be analyzed taking into account the

used instrument

Absolute Percentage .

Yes 3 33%

No 4 45%

No Answer 2 22%

Total 9 100%

CHART N° 1. FAMILY BACKGROUND KNOWLEDGE

Source: Irma Brown. 2015

GRAPH N° 1. PERSONAL BACKGROUND

33%

45%

22%

Yes

No

no answer

CHART N°2. ANCESTORS OF THE ENGLISH TEACHERS

Absolute Percentage ….

No 6 55%

Yes 3 45%

TOTAL 9 100%

Grandmother 3 27%

Grandfather 1 9%

Mother 0 0%

Father 1 9%


GRAPH N°2. ANCESTORS OF THE ENGLISH TEACHERS

55%27%

9%

0%

9%

45%

No

grandmother

grandfather

mother

father

Source: Chart N°2

CHART N°3. PLACE OF BIRTH


Absolute Percentage ….

Urban 2 22%

Coast 5 56%

Rural 2 22%

Total 9 100%

GRAPH N°3. PLACE OF BIRTH

22%

56%

22%

Urban

Coast

Rural

Source: Chart N° 3

Absolute Percentage …

Concern6 67%

Exited0 0%

Afraid0 0%

Happy1 11%

Disappointed 2 22%

Total 9 100%

CHART N°4. RELATIVES OPINION ABOUT WORKING IN THE

INDIGENOUS COMMUNITIES.


Source: Chart N°4

GRAPH N°4, RELATIVES OPINION ABOUT WORKING IN THE

INDIGENOUS COMMUNITIES.

67%0%

0%

11%

22%

Concern

Exited

Afraid

Happy

Disappointed

CHART N°5, PRIMARY FAMILY’S REACTION ABOUT MOVING WITH

THE TEACHER TO THE INDIGENOUS COMMUNITIES.


Absolute Percentage

No 7 78%

May Be Later 2 22%

Yes 0 0%

TOTAL 9 100%

GRAPH N°5. PRIMARY FAMILY’S REACTION ABOUT MOVING WITH

THE TEACHER TO THE INDIGENOUS COMMUNITIES.

78%

22%

0%

No

May be later

Yes

Source: Chart N°5

Absolute Percentage

Indigenous Community 0 0%

Home town 6 67%

Away from home town 1 11%

No far from home town 2 22%

TOTAL 9 100%

CHART N°6, PRIMARY AND HIGH SCHOOL LOCATION


GRAPH N°6, PRIMARY AND HIGH SCHOOL

LOCATION

0%

67%

11%

22%

Indigenous Community

Home town

Away from home town

No far from home town

Source: Graph N°6

Absolute Percentage

Below Average 0 0%

Average 7 78%

Good 1 11%

Excellent 1 11%

TOTAL 9 100%

CHART N°7, STUDENT BACKGROUND


GRAPH N°7, STUDENT background

0%

78%

11%

11%

Bellow average

Average

Good

Excellent

Source: Chart N°7

Absolute Percentage

Play baseball 0 0%

Flip the cards 1 10%

Jump rope 3 30%

Sack race 0 0%

Play jacks 2 20%

Ride a bike 4 40%

CHART N°8, FREE TIME ACTIVITIES


GRAPH N°8, FREE TIME ACTIVITIES

0%

10%

30%

0%

20%

40% Play baseball

Flip the cards

Jump rope

Sack race

Play jacks

Ride a bike

Source: Chart N°8

Absolute Percentage

Very Much 0 0%

Enough 0 0%

Not Enough 2 22%

Hardly 4 45%

Not at All 3 33%

TOTAL 9 100%

CHART N°9, UNIVERSITY TRAINING


GRAPH N°9, UNIVERSITY TRAINING

0%0%

22%

45%

33%

Very Much

Enough

Not Enough

Hardly

Not at All

Source: Chart N°9

CHART N°10 YOUTH FRIEND SHIP


Absolute Percentage

No 1 11%

Yes 8 89%

TOTAL 9 100%

Preschool 1 11%

Elementary 5 22%

College 2 56%

GRAPH N°10 YOUTH FRIEND SHIP

Source: Chart N°10

0%

11% 11%

56%

22%

89%

No

Preschool

Elemenary

College

Absolute Percentage

Spanish 0 0%

Afro descendent 9 100%

Indigenous 0 0%

TOTAL 9 100%

CHART N°11, ETHNICAL BACKGROUND


GRAPH N°11, ETHNICAL BACKGROUND

0%0%

100%

0%0%

Spanish

Afro descendent

Indigenous

Source: Chart N°5

GRANDPARENTS PLACE OF BIRTH

Absolute Percentage

Jamaica 5 50%

Spain 0 0%

Europe 1 10%

South America 0 0%

Haiti 0 0%

Costa Rica 4 40%

CHART N°12, GRANDPARENTS PLACE OF BIRTH


GRAPH N°12, GRANDPARENTS PLACE OF BIRTH

0%

50%

0%10%0%0%

40% Jamaica

Spain

Europe

South America

Haiti

Costa Rica

Source: Chart N°12

CHART N°13, OTHER MEMBERS ETHNIC


ABSOLUTE PERCENTAGE

Jamaica 6 30

Europe 3 15

South America 2 10

Haiti 7 35

Costa Rica, Indigenous 2 10

Costa Rica 9 31

GRAPH N°13, OTHER MEMBERS ETHNICITY

Source: Chart N°13

30%

0%

15%

10%

35%

10%

Jamaica

Europe

South America

Haiti

Costa Rica, Indigenous

CHART N°14, REMAIN ANCESTORS’ TRADITIONS

SourceChart N°14

Absolute Percentage

Jump rope 2 11%

Rice and beans 5 28%

Ron don 4 22%

Go fishing 2 11%

Cook Afro-American

dishes5 28%

Source: Chart N°14

11%

28%

22%

11%

28%

Jump rope

Rice and beans

Ron don

Go fishing

Cook Afro-American dishes

GRAPH N°14, REMAIN ANCESTORS’ TRADITIONS

CHART N°15, INDIGENOUS LANGUAGE LEVEL


Absolute Percentage

Very low level 0 0%

Low level 1 11%

Medium Level 5 11%

Medium high level 2 22%

High level 1 11%

TOTAL 9 100%

0%

11%

56%

22%

11%

Very low level

Low level

Medium Level

Medium high level

High level

GRAPH N°15, INDIGENOUS LANGUAGE LEVEL

Source: Chart N°15

Absolute Percentage.

Yes 8 89%

No 1 11%

TOTAL 9 100%

CHART N°16. RECALL OF THE MEP´S CALL


GRAPH N°16 RECALL OF MEP´S CALL

89%

11%

Yes

No

Source: Chart N°16

Absolute Percentage

Pleased 2 22%

Unhappy 0 0%

Happy 2 22%

Concern 3 34%

Scared 2 22%

TOTAL 9 100%

CHART N°17. REACTION


GRAPH N°17, REACTON

22%

0%

22%

34%

22%

Pleased

Unhappy

Happy

Concern

Scared

Source: Chart N°17

Absolute Percentage

Pleasant 6 67%

Exhausting 1 11%

Unexpected 0 0%

It couldn´t be worst 0 0%

Terrifying 0 0%

It couldn´t be better 1 11%

Nice 1 11%

TOTAL 9 100%

CHART N°18, EXPERIENCE


GRAPH N°18, EXPERIENCE

67%11%

0%0%0%

11%

11%

Pleasant

Exhausting

Unexpected

It couldn´t be worst

Terrifying

It couldn´t be better

Nice

Source: Chart N° 18

Absolute Percentage

Yes 9 100%

No 0 0%

TOTAL 9 100%

CHART N°19, FAMILY SUPPORT


GRAPH N°19. FAMILY SUPPORT

Source: Chart N°19

100%

0%

Yes

No

Absolute Percentage

Yes 1 11%

No 8 89%

TOTAL 9 100%

CHART N° 20, COMPLIANCE OF EXPECTATIONS


GRAPH N° 20, COMPLIANCE OF EXPECTATIONS

11%

89%

Yes

No

Source: Chart N°20

CONCLUSIONS

• Analyzing the obtained

answers from the teachers who

work at the indigenous

• Most of the teachers working at the indigenous

communities of Bribri are from Limon province, even

though they live in the same province that the

indigenous communities only a few of them actually

have indigenous ancestors, the majority of the

teachers are Afro descendant, and none of them

practice any kind of cultural customs from the Bribri

culture.

PERSONAL BACKGROUND

PROFESSIONAL BACKGROUND

• Experimenting is a part of working in an indigenous

community, any university prepares a teacher to work

in the indigenous community, where the community is

completely different from where the teacher is from,

implies changing and adapting to what it’s there to

work with as well as the context where learning is

taking place.

CULTURAL BACKGROUND

• As it was mentioned before, all of the teachers are

afro-descendant, giving this situation a further

investigation about why this phenomenon occurs

can take place. Despite the fact that all of them are

Afro-descendant, not all are from the same region,

even though most of their grandparents are from

Jamaica, they are also from Europe and many of

them from Costa Rica.

EMOTIONAL FACTORS

• Working in the indigenous communities it’s not easy for the

English teachers, their expectations of workings in a indigenous

community it is not what they were expecting, and because they

didn’t receive any kind of preparation, they did not have an idea

what to expect, their relatives don’t visit them and their social

live it’s affected by the long periods of times they are away from

home, these fact affect the teachers emotionally.

RECOMMENDATIONSCall

• To take into consideration the no indigenous English teachers, request the principal to adapt their schedule in such a way that they can at least go home once or twice a week.

Presentation

• To receive a basic class of the indigenous language, and be introduced to the culture, to be informed exactly where they are going, how far they have to travel and the means of transportation they have to take

• To organize workshops to teach the teachers the basics to the Bribri language needed, the minimum cultural details to bond with the inhabitants and have a place for them to stay during the school days as well as a list of “most to have” before they go there to be prepare

Preparation

PROPOSAL

PREFACE

• In the fallowing proposal there is presented a project

that aims to the teachers who go to work in the

indigenous communities, facing a new culture, new

language and away from home and people they love.

GENERAL OBJECTIVE

• To create a data base with those teachers who have already worked in the indigenous communities, their experiences, their thoughts and attitudes toward this new life and how do they succeed.

SPECIFIC OBJECTIVES

To define the most important aspects teachers must know when they are sent to work at the

indigenous communities.

To enlist the, for sure, difficulties they are going to face.

To prepare a document with recommendations to overcome those

difficulties successfully.

JUSTIFICATION

• Being an English teacher in an indigenouscommunity it´s a life changing experience,traveling per hours, living there from Monday toFriday, facing a new language, different food,different customs and traditions.

• The need of bonding with the inhabitant

• The mission of convincing students, parents andauthorities the importance of learning English asa foreign language, because Spanish is theirsecond language.

• This proposal has the purpose to help noindigenous English teachers who are sent to theindigenous communities to work, to have smootheradaptation process, to be prepared to facewhatever they are going to face during this time asmuch as possible, and to encourage new teachersto live this amazing experience.

DEVELOPMENT

• To present the results of this project and give examplesof the different experiences is to create an eight hoursmeeting with the new no indigenous English teachersand the ones who are already working there, thismeeting is going to be prepared by the regional advisorand it’s going to include no indigenous Englishteachers from the different communities, the newteachers and members of the different indigenouscommunities.

STRATEGY

To talk to the no indigenous English teachers in order to

have the most accurate information, during the meeting

must count with the presence of no indigenous English

Teachers who already worked in an indigenous community.

It is important to present to the assistants the testimony of

former students and indigenous community’s leader, in

order to have an idea what is expected from them as

English teachers as a future members of the community

IMPORTANT ASPECTS

ENLIST DIFFICULTIES

After defining the most important aspects, theses have

to arrange based on their interest and impact in the

lives of no indigenous English Teachers who are going

to work for the first time in an indigenous community.

DOCUMENTATION

Documenting the most important information enlisted, it

has to be presented in a document to be given away to

the no indigenous English Teachers who are going to

work for the first time in an indigenous community,

doing this is very important due to the distance

between the advisors and the teachers,