In an effort to immerse learners in the target language, many IEPs in the U.S. hold fast to inflexible English Only policies (Auerbach, 1993; McMillan & Rivers, 2011). However, research has identified several shortcomings of such a rule, such as (1) the benefits of the L1 in L2 learning, and the lack of research supporting the exclusion of the mother tongue (Atkinson, 1993; Brooks-Lewis, 2009; Butzkamm, 2003), and (2) psychological, sociocultural, and linguistic factors that diminish the effectiveness of English Only and contribute to a negative learning environment (Shvidko, Evans, & Hartshorn, 2015). This body of research has prompted a large IEP in the U.S. to replace its English Only policy with initiatives that encourage English use, foster learner autonomy and create a more positive learning environment. This study evaluated this IEP's initiatives and found that this new perspective on language policy has created a viable alternative to English Only. These initiatives' intended objective to encourage English use was met while preserving learner autonomy and without sacrificing a high standard of excellence.
College and Department
Humanities; Linguistics and English Language
BYU ScholarsArchive Citation
Moore, Alhyaba Encinas, "Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP" (2016). All Theses and Dissertations. 6582.
intensive English programs, English only, learner autonomy, expect excellence initiatives