The Bilingual Learner's Journey into Englis H: How Families Preserve the Native Language and Cultural Identity of English Language Learners

Date
2019
Authors
Carrillo, Ruben
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Abstract

This phenomenological study sheds light into the lived experiences of families of English language learners living in the U.S.-Mexico border. These families provide supportive environments for their children as they traverse an English-speaking learning environment designed to subtract their native language. Utilizing a qualitative research design, the study explores the meaning that these participants ascribe to the growing issue of equity and cultural identity within their schools. This study specifically explores the lived experiences of ELL families as their children successfully navigate the public-school system.

Description
This item is available only to currently enrolled UTSA students, faculty or staff.
Keywords
bilingual programs, border, cultural identity, English language learners, hispanic, native language
Citation
Department
Educational Leadership and Policy Studies