Attitudes of Mexican American Students Towards Learning English as a Second Language in a Structured Immersion Program

• Autores: Diego Uribe Martínez, José Gutiérrez Pérez
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, págs. 205-221
• Idioma: inglés
• DOI: 10.30827/digibug.29104
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este trabajo se propone explorar las actitudes de un grupo de estudiantes estadounidenses de origen mejicano hacia el aprendizaje del inglés como segunda lengua en un programa de estudios de inmersión. También analiza hasta qué punto estas actitudes difieren en función del sexo y la actuación del alumnado.

    Se ha empleado una muestra de 110 estudiantes (56 chicas y 54 chicos) de los grados 8 al 12 del Compton Unified School District, en California. Uno de los descubrimientos más notables de este estudio ha sido la aparición, en el análisis factorial, de un factor general que define la estructura homogénea de los instrumentos utilizados en la evaluación de las actitudes del estudiantado hacia el aprendizaje de la segunda lengua. También hemos encontrado otro factor clave que hemos denominado �presión social hacia el uso del inglés�. Este factor se manifiesta con una alta correlación con todas las variables y revela que la motivación para el aprendizaje de una segunda lengua en un contexto de vital necesidad donde el aprendizaje del inglés es un factor clave para la integración social en un territorio en el que el uso del español en contextos formales está prohibido por ley

  • English

    This study involves the examination of the attitudes of a group of Mexican American students towards learning English as a second language in a structured immersion program. It also analyzes the extent to which these attitudes differ in relation to the variables of gender and performance in English. Participants were 110 students (girls, n = 56, boys, n = 54) in grades 8-12 in the Compton Unified School District (California, USA). One noteworthy finding of this study is the appearance of a general factor that defines the homogeneous structure of the instruments used in the assessment of student attitudes toward second language learning. In addition, a further factor, which the authors have termed �pressure to learn English� was also identified.

    This factor is manifested in a high average correlation of all variables. It reveals the motivation to learn a second language in the context of vital necessity where learning English is a key element for the integration in a territory in which the use of Spanish is prohibited by law

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