Bilingual teachers' self-identification, attitudes, and motivation, and their relations to the teachers' Spanish fluency

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dc.contributor.advisorLangman, Juliet
dc.contributor.authorPeña-Alfaro, Hilda
dc.contributor.committeeMemberHuang, Becky H.
dc.contributor.committeeMemberSauro, Shannon
dc.contributor.committeeMemberSayer, Peter
dc.date.accessioned2024-02-12T19:29:33Z
dc.date.available2024-02-12T19:29:33Z
dc.date.issued2014
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe present study is situated in the area of language policy viewed from both the macro level, where hegemony, ideology, and institutional policies come into play, as well as at the micro level with language socialization comes into play. Overarching these two levels is the ecology of language perspective that ties actions at the various levels together. The study is situated in San Antonio Texas. The first develops and tests an attitude questionnaire, SpanishSi. A Principal Component Analysis indicated that five factors are valid constructs representing: language capital, attitude, motivation, bilingualism and self- identification. Using a mixed methods approach, this study explores how this 5 constructs impact the Spanish level of the bilingual teachers. Through descriptive statistics, multiple linear regression analysis, discourse analysis and the examination of the grammatical structure of short narratives written by the participants it was found that there is a disconnection between the positive feelings and emotions of the bilingual teachers towards their language and culture, and the anticipated needs of bilingual teachers to prepare students in academic Spanish. The short narratives reflect a lack of knowledge of academic written Spanish a key component that is needed because to learn and teach academic Spanish is a pedagogical decision that can allow bilingual teachers to exercise language policy in their favor.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent153 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781321474862
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4874
dc.languageen
dc.subjectacademic Spanish
dc.subjectattitude questionnaire
dc.subjectbilingual teachers
dc.subjectlanguage policy
dc.subjectmulticultural classrooms
dc.subjectself-identification
dc.subject.classificationBilingual education
dc.subject.classificationMulticultural education
dc.subject.classificationEducation policy
dc.titleBilingual teachers' self-identification, attitudes, and motivation, and their relations to the teachers' Spanish fluency
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentBicultural-Bilingual Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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