Identifier: TDX:2879
Authors: Coromoto, Galvis
Abstract:
This study analyzes attitudes of primary, intermediate and secondary education teachers in Ventura County California, USA, toward bilingualism and bilingual English-Spanish teaching. The objective is to determine, at an exploratory level, the cultural integration and sociolinguistics patterns that can be inferred from them and their relationship with other relevant sociodemographic, linguistic, sociolinguistic and academic-professional variables as reported in the literature specialized in this field: linguistic aptitude, sex, age, education, educational level and ethnic origin, among others. For this purpose, a field study was carried out through surveying a statistically representative population of primary, intermediate and secondary teachers in public schools of Ventura County School Districts offering English-Spanish bilingual education. A sample of 337 subjects, 263 female and 74 male, were surveyed with a self-administered questionnaire of 57 items of measurement of dependent variables and 27 items for independent variables and identification. The questionnaire was administered through the Internet, using the Google Forms platform. Using correlation, variance and factorial type analysis, it was possible to reach a set of statistically significant inferences from the responses of the subjects. The results obtained allow us to conclude that, among other findings, a pattern of integrating acculturation prevails in the population of teachers analyzed. This is marked by the need of adaptation of the Spanish-speaking ethnic minority to the dominant receiving culture, as well as by prejudices of the ethnic majority English-speaking towards the Spanish language, the culture that it carries and its speakers
Repositori URV