Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
The Impact of Regional Differences on Elementary School Teachers’ Attitudes Towards Their Students’ Use of Code Switching in a South Texas School District
El impacto de las diferencias regionales en las actitudes de docentes de primaria respecto a la alternancia de códigos por parte de los estudiantes en un distrito escolar del sur de Texas
Keywords:
Code-mixing, code switching, language maintenance, language shift, transitional programs (en)Alternancia de códigos, cambio lingüístico, mantenimiento de la lengua, mezcla de códigos, programas de transición (es)
This study focused on investigating whether the teachers' geographical distribution influences their attitudes towards their students' use of code switching. The study was guided by the following research question: Are there differences between teachers' opinions of the north elementary schools and teachers' opinions of the south elementary schools, which are predominantly Hispanic, towards their students' use of code switching? If so, why? A twenty-item structured survey was utilized. The population consisted of 279 elementary school teachers at seven Northern and seven Southern schools in the same South Texas region. The data were analyzed with descriptive statistics. Findings showed that Southern teachers had more prejudices towards code switching than those from the North, who were more receptive to this socio-cultural and linguistic phenomenon due to the ethnic makeup of their classrooms.
En esta investigación se buscó indagar si la ubicación geográfica de los maestros de primaria influía en su percepción acerca de la alternancia de códigos de los estudiantes de un distrito escolar del sur de Texas. Se usó un instrumento de 20 reactivos. La población estudiada fueron 279 maestros de 7 escuelas primarias del norte y 7 del sur de la misma región. Se usó un método de estadística descriptiva para analizar los datos. Los resultados muestran que los maestros del sur tienen más prejuicios acerca de la alternancia de códigos que los del norte. Estos últimos se caracterizan por ser más receptivos a este fenómeno sociocultural y lingüístico debido a la conformación de sus aulas de clase.
Downloads
References
Albert, M. L., & Obler, L. K. (1978). The bilingual brain: Neuropsychological and neurolinguistic aspects of bilingualism. London: Academic Press, Inc.
Baker, C. (2000). A parents and teachers' guide to bilingualism. Clevedon: Multilingual Matters.
Baker, C. (2006). Foundations of bilingual education. Clevedon: Multilingual Matters.
Bright, W. (1997). International encyclopedia of linguistics (Vol. 1). Oxford: Oxford University Press.
Chaika, E. (1994). Language, the social mirror. Boston: Heinle & Heinle.
Fishman, J. A. (1991). Reversing language shift. Clevedon: England: Multilingual Matters.
Gal, S. (1988). The political economy of code choice. In M. Heller (Ed.), Code switching: Anthropological and sociolinguistic perspectives (pp. 243-261). Berlin: Mouton de Gruyter.
Garza, E. A., & Nava, G. N. (2005). The effects of code switching on elementary students in a border area of South Texas: A teacher perspective, Part I. Journal of Border Educational Research, 4(2), 97-109.
Garza, E. A., & Nava, G. N. (2007). An exploratory investigation into social variables related to the use of code switching among bilingual children in elementary schools in a South Texas border area, Part II. Journal of Border Educational Research, 6(1), 69-80.
Gumperz, J. (1997). Communicative competence. In N. Coupland, & A. Jaworski (Eds.), Sociolinguistics: A reader's coursebook (pp. 98-159). London: MacMillan Press.
Nava, G. N., & Garza, E. A. (2007). An analysis of elementary teachers' attitudes and beliefs toward their students' use of code-switching in a South Texas border school district. Texas Association of Bilingual Education (TABE) Journal, 9(2), 150-168.
Nava, G. N. (2009). Elementary teachers' attitudes and beliefs towards their students' use of code-switching in South Texas. Lenguaje, 37(1), 135-158.
Yule, G. (2006). The study of language. Cambridge: Cambridge University Press.
Wright, A. S. (2004). Perceptions and Stereotypes of ESL Students. TESL Journal, 10(2), 1-4.
License
Copyright (c) 2012 Guadalupe Nancy Nava Gómez, Hilda García
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
