Bilingualism in Puerto Rican Students at the UPRM
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Transcript of Bilingualism in Puerto Rican Students at the UPRM
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J A C L Y N M . A B B O T T L O P E Z
R E S E A R C H A N D W R I T I N G I N L A N G U A G E A N D L I N G U I S T I C S
P R O F . C A T H E R I N E M A Z A K
Bilingualism in Puerto Rican Students at the University of
Puerto Rico Mayaguez Campus
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R E S E A R C H P R O B L E M
G O A L S
Introduction
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Introduction
UPRM is a bilingual
institution, but:
When do students code switch?
When do they opt for one language or the other?
What makes them use both languages, or limit themselves to only one?
The goal of the
experiment was to see ifstudents who volunteered
to participate code
switched while completing
the task and analyze the
context in which they did
so to make assumptionsof why they code switched
at all.
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A S U M M A R Y O N T E X T S R E L A T E D T O T H E S T U D Y
Literature Review
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Garcia considers that any proficiency, even if not that vast, is deemed suitable for a person to be considered bilingual.
Baker stresses how important degree and function may be for a person to consider himself/herself as bilingual or multilingual.
Garcia and Baker use the terms of productive and receptive bilingualism, which I think are very vital because receptive bilinguals tend to discard themselves as such (bilinguals) and should be informed of this.
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Zentella speaks of how bilingualism can be a sort of trait in a community, something that constitutes their identity (p. 1).
Code switching does not “communicate intimacy or distance” (Zentella 1997, p. 3).
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A S Y N T H E S I S O F I M P O R T A N T A N D U S E F U L V O C A B U L A R Y W O R D S T O B E T T E R
U N D E R S T A N D T H E T E R M I N O L O G Y U S E D I N T H I S S T U D Y
Theoretical Frame
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Theoretical Frame
Bilingualism: Garcia (2009) mentions Haugens’ definition as “even minimum proficiency in two languages” (p. 44).
Baker (2006) defines a balanced bilingual as someone who is “approximately equally fluent in two languages” (p. 9), and mentions Fishman’s statement that “rarely will anyone be equally competent across all situations” (p. 9).
Productive and receptive skills: oracy and literacy, which include writing, reading, speaking and listening skills (Baker 2006, p. 7).
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Canagarajah (2011) expresses that “competencedoesn’t consist of separate competencies for each language, but a multicompetence that functions symbiotically for the different languages in one’s repertoire” (p. 1).
Domains: Baker (2006) tells us that they are “where each language is acquired and used” (p. 3).
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Intrasentential code switching: defined by Garcia (2008) as “the switch that occurs within the boundaries of a clause or a sentence” (p. 49). This is what happens when we say, for example, “Move el lápiz to the first block on the far left column.”
Intersentential code switching: defined by Garcia (2008) as the switching that “occurs at clause or sentence boundaries” (p. 50). This, on the other hand, happens when different thoughts come out in different languages. An example could be: “Move the pencil to the first block on the far left column. ¿Ya lo hiciste?”
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S T E P S T A K E N F O R T H I S S T U D Y
Methodology
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Volunteers – no participant selection method.
Intermediate or Advanced English students.
Setting: CeIBA Research Center office.
Items used: common home items such as pencils, a strainer, an eraser, cups, and others.
Data Collection Methods:
Observation
Questionnaire
Voice recording
Data Analysis
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Results
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Reading Reading & Writing
20; 91%
2; 9%
Consent Forms
English
Spanish
9; 41%
13; 59%
Questionnaire
English
Spanish
Preferred Language
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Questionnaire item number 1:Are you: Female or Male?
13; 59%
9; 41%
Sex
Female
Male
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Questionnaire item number 2:Year of Birth
1; 4%
16; 73%
5; 23%
Age groups
17 or younger
18 to 20 year olds
21 or older
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Number of areas/towns lived in:
From these, you lived in states for:
9; 41%
7; 32%
6; 27%
One
Two
Three or more
Questionnaire item number 7:Indicate where you have lived for significant periods of your life
16; 73%
1; 4%
5; 23%
Never
One Year
Three or more years
Note: this question required a write-in answer .
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Female Participants Male participants
3; 23%
4; 31%
5; 38%
1; 8%
Age range in which English was learned
2 years old or younger
4 years old or younger
Primary School
Secondary School
As an adult
2; 22%
3; 33%
4; 45%
Age range in which English was learned
2 years old or younger4 years old or youngerPrimary SchoolSecondary SchoolAs an adult
Questionnaire item number 7:Since when have you been able to speak English?
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1; 4%
9; 41%12; 55%
Confidence in competence
1, basic words and expressions
2, basic conversations
3, fairly confident in extended conversations
4, confident in extended conversations
Questionnaire item number 9:On a scale of 1 to 4, how well do you feel you can speak English?
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“In everyday conversation, I keep the Spanish and English languages separate.”
“People should avoid mixing Spanish and English in the same conversation.”
7; 32%
9; 41%
5; 23%
1; 4%
Strongly Disagree
Disagree
Neither agree, nor disagreeAgree
Strongly Agree
4; 18%
7; 32%7; 32%
3; 14%1; 4%
Strongly Disagree
Disagree
Neither agree, nor disagreeAgree
Strongly Agree
Questionnaire items number 19 & 20:To what extent do you agree with the following statement:
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P E R S O N A L I N T E R P R E T A T I O N O F R E S U L T S
Discussion
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People, however, only consider themselves bilingual if they feel comfortable in both categories of skills, or what we learned before was called a balanced bilingual, even if it really doesn’t exist.
The domain (school) might have influenced their language choice and limited code switching.
When struggling for a word, they switched.
This whole idea simply goes back to how it is important that people understand that bilingualism is anyknowledge of two languages and should not be compared as two wheel on a bicycle, as stated by Baker (2006, p. 2).
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Those who were most uncomfortable with the English language tended to use intersentential code switching .
I think this tells us about their confidence in using and placing nouns, verb or adjective correctly in the sentence even if the rest is in another language.
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Conclusions
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Students in this bilingual community tend to switch when they are uncertain of a word and opt for either language depending on what they think is expected of them.
In another experiment, I would analyze further on how females compare to males (as more males who volunteered had lived in states than females, in percentages) in code switching and understanding of what bilingualism is.
I would also focus more on the fact that the most insecure used intersentential code switching and the more confident ones used intrasentential code switching.