English as a Second Language in Puerto Rico

Research Study

Objective
To shed some light on the experiences and factors that contribute or hinder English language acquisition for elementary school students in Puerto Rico.

Profile Notes
Five elementary school students between the ages of 6 and 10. All female, born and raised in PR All, except one, live with both parents Three have siblings, two are only child Parents education ranging from Associate to Master Degrees

School Types of Participants

20%

P riva te Scho o l P ublic Scho o l Hom e Scho o l 20% 60%

Number of Schools in PR
27%

P riva te P ublic

73%

Research Findings
Two of the interviews were conducted in english and three in spanish. The qualitative aspect was difficult with younger students who seldom recall frequency of activities. Those who expressed positive feelings learning L2 reported speaking regularly with a parent or family member.

Weekly time speaking L2

Ne ve r Le ss tha n 30 m ins Be twe e n 30-60 m ins Mo re tha n 60 m ins

Research Findings 2 (cont.)

All households had cable or satellite TV and students reported watching L2 programming an average of 16 hrs. a week. No marked preference to listen music in english, but a majority mentioned knowing songs, some learned in the classroom.

Curriculum of Schools in Research

40% Bilingua l Spa nish 60%

Research Findings 3 (cont.)

All students agreed it was important to learn English. Students who liked the class talked positively about their teachers, showing emotional as well as intellectual fulfillment.

Research Findings 4 (cont.)

Among preferred class activities the most mentioned were singing, group reading and games. The things most hated were having to speak in front of others or having a monotonous class.

Teachers translation in class

R are ly Half the tim e All the tim e

Research Findings 5 (cont.)

One participant judged teacher availability the worst. Guess who? All students reported getting help from their parents with assignments. Almost all shared experiences of using english outside of the classroom during travel or visit from relatives that live in the US.

Conclusions
The study of external factors, as mentioned by Ann Albuyeh, will yield more useful information for teaching ESL. There is an issue of quantity versus quality in many schools, in terms of curriculum, but also the system and teachers methodology.

Conclusions 2 (cont.)
Quality of education has declined in past decades. Social problems like divorce, crime and the failing economy have greatly undermined our education system. Political agendas have plagued the local Department of Education.

Conclusions 3 (cont.)
English teachers need to really engage the students with pertinent content and varied activities that will enhance learning. Students can benefit from help at home, they need to be immersed in the language. Schools should have the latest technology and well trained teachers.

Conclusions 4 (cont.)
Our school system needs to be free of political influence. Short and long term solutions must be established without the interruption from parties in government every four years.

THANK YOU