Title
Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP
Abstract
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.
Degree
MA
College and Department
Humanities; Linguistics and English Language
Rights
http://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Moore, Alhyaba Encinas, "Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP" (2016). Theses and Dissertations. 6582.
https://scholarsarchive.byu.edu/etd/6582
Date Submitted
2016-12-01
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd8984
Keywords
intensive English programs, English only, learner autonomy, expect excellence initiatives
Language
english