Freshmen Students in Puerto Rico: Speaking English

Freshmen Students in Puerto Rico: Speaking English

The objective of the research proposed in this study is to examine the problem of student in Puerto Rico being unable to speak English.

Theoretical/Conceptual Framework

The theoretical/conceptual framework for this study is based on the relevancy of the content used in ESL instruction in Puerto Rico schools and such that calls for English written material with content that is both interesting and pertinent to Puerto Rican students. The work of Robertson (2011) relates that culturally responsive content is critically important in promoting and motivating ESL learners. This is also termed as 'Content-Centered Language Learning' in the work of Crandall (1994) who states that the theory of Krashen (1992) held "Krashen suggests that a second language is most successfully acquired when the conditions are similar to those present in first language acquisition: that is, when the focus of instruction is on meaning rather than on form; when the language input is at or just above the proficiency of the learner; and when there is sufficient opportunity to engage in meaningful use of that language in a relatively anxiety-free environment." (p.1)

Literature Review

The work of Principe (2005) reports an examination of the factors that influence student's academic performance at public and private universities in Puerto Rico and states that 1721 subjects from thirteen campuses and universities were included in the study. According to Principe (2005) the majority of the population in Puerto Rico speaks Spanish yet the texts for much of college and university learning content is written in English. It is reported that while Spanish is the primary language of most residents of Puerto Rico, that the United States, had insisted until 1930 on making English the language utilized in instruction in schools. In 1948 the policy changed and Spanish replaced English in the educational system in Puerto Rico and both languages were declared as Puerto Rico's official languages. The work of Rodriguez (nd) also addresses English language and the educational system in Puerto Rico and states that there has been a historical aversion to use of the English language by Puerto Ricans and that the reason for this is politically-based. However, most recently, the use of English in the educational setting is gaining in importance and no longer should English be viewed as a competing language but instead as an enabling language. In another report it is stated that ESL students face many barriers in "accessing and transitioning to college." (Principe, 2005) The work of Claudio (2006) reports that it is held by Resnick (1993) that the "extent to which success or failure of ESL instruction can be determined by factors external to the educational environment." (p.1) Dr. Resnick also held that the failure in ESL instruction in Puerto Rico can be linked to the "conflict between the language needs of Puerto Rico, which are based on political nationalism." (Claudio, 2006, p.1) Dr. Resnick is also reported to held that while this failure has been blamed on "…deficiencies in textbooks, methods, and teacher preparation" but that the real reason is due to "…fervent Puerto Rican nationalism which has been instilled in the population by many sources (political and non-political sectors) who claim that the learning of English means the loss of identity and subjugation to a foreign colonialist power." (Claudio, 2006, p.2) Claudio (2006) however, disagrees stating that from a personal and experienced view that the real problem is with the content being used to teach English in the Puerto Rico schools in that the material is such that is uninteresting to students and about things such as Santa Claus, snow, runaway kids and slaves crossing a Mississippi River," and other topics that are not relevant to the lives of students in Puerto Rico. Claudio states that the material should be such that is coherent with the student's understanding of everyday life and states why not write about "the beach and the coconut trees? Why not any English short stories about the Coqui Boricua? About the pasteles and navidades ? This is what we need! We need to bring the English down to us -- so we can grasp it!" (Claudio, 2006, p.3)