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

dc.contributor.advisorGarza, Encarnación
dc.contributor.authorCarrillo, Ruben
dc.contributor.committeeMemberNiño, Juan M.
dc.contributor.committeeMemberRodríguez, Mariela A.
dc.contributor.committeeMemberMerchant, Betty
dc.date.accessioned2024-02-09T19:29:15Z
dc.date.available2024-02-09T19:29:15Z
dc.date.issued2019
dc.description.abstractThis 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.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent169 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781392181485
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2935
dc.languageen
dc.subjectbilingual programs
dc.subjectborder
dc.subjectcultural identity
dc.subjectEnglish language learners
dc.subjecthispanic
dc.subjectnative language
dc.subject.classificationEducational leadership
dc.titleThe Bilingual Learner's Journey into English: How Families Preserve the Native Language and Cultural Identity of English Language Learners
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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