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Language switching on English compos...

Jimenez-Lugo, Edna.

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Language switching on English compositions of Latino students in Alaska and Puerto Rico.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Language switching on English compositions of Latino students in Alaska and Puerto Rico./
Author:	Jimenez-Lugo, Edna.
Description:	284 p.
Notes:	Adviser: Derick Burleson.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266059
ISBN:	9780549051992

Language switching on English compositions of Latino students in Alaska and Puerto Rico.
Jimenez-Lugo, Edna.

Language switching on English compositions of Latino students in Alaska and Puerto Rico. - 284 p.

Adviser: Derick Burleson.

Thesis (Ph.D.)--University of Alaska Fairbanks, 2007.

The main objective of the research described in this dissertation was to explore how English second language (ESL) writers used their first language (L1) when composing in their second language (L2). This task was undertaken by identifying participants according to their L2 (English) proficiency level, Latino ethnic subgroup, and generational status. Another objective of this study was to better understand the writer's perspective regarding first language use in L2 writing, referred to as language-switching (L-S) in this study. Eight high school Latinos were recruited in Fairbanks, Alaska, and a group of twenty-three college-level participants in Mayaguez, Puerto Rico. Participants were asked to complete a self-report questionnaire, provide a writing sample, and participate in a guided focus group discussion. Findings indicated that participants with low L2 proficiency were more likely to switch languages at the lexical level than participants at an intermediate or advanced level of English proficiency. Switching languages from English to Spanish at the lexical level was of no benefit for text coherence. Lack of L2 linguistic competence was a contributing factor for switching to the L1 as participants compensated for L2 difficulties with their L1 knowledge at the morphological, syntactical, and semantic level. A qualitative analysis of the focus group data suggests that thinking in the L1 is a common strategy for ESL learners, which they perceive to be an advantage for generating ideas faster and to decide what to write. However, participants' perceived writing text in the L1 for later content translation to be counterproductive. An important factor that cannot be discounted and that may have contributed to the language switching frequency among the participants in this study is the learning contexts: learning English in the U.S. versus learning English in Puerto Rico. Additional research is needed to explore the relationship between language switching and learning context. I conclude this dissertation by suggesting pedagogical implications regarding L2 writing instruction and for placement of L2 learners in ESL programs.

ISBN: 9780549051992Subjects--Topical Terms:

1018115
Education, Language and Literature.

Language switching on English compositions of Latino students in Alaska and Puerto Rico.
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020 $a 9780549051992
035 $a (UMI)AAI3266059
035 $a AAI3266059
040 $a UMI $c UMI
100 1 $a Jimenez-Lugo, Edna. $3 1263285
245 1 0 $a Language switching on English compositions of Latino students in Alaska and Puerto Rico.
300 $a 284 p.
500 $a Adviser: Derick Burleson.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1951.
502 $a Thesis (Ph.D.)--University of Alaska Fairbanks, 2007.
520 $a The main objective of the research described in this dissertation was to explore how English second language (ESL) writers used their first language (L1) when composing in their second language (L2). This task was undertaken by identifying participants according to their L2 (English) proficiency level, Latino ethnic subgroup, and generational status. Another objective of this study was to better understand the writer's perspective regarding first language use in L2 writing, referred to as language-switching (L-S) in this study. Eight high school Latinos were recruited in Fairbanks, Alaska, and a group of twenty-three college-level participants in Mayaguez, Puerto Rico. Participants were asked to complete a self-report questionnaire, provide a writing sample, and participate in a guided focus group discussion. Findings indicated that participants with low L2 proficiency were more likely to switch languages at the lexical level than participants at an intermediate or advanced level of English proficiency. Switching languages from English to Spanish at the lexical level was of no benefit for text coherence. Lack of L2 linguistic competence was a contributing factor for switching to the L1 as participants compensated for L2 difficulties with their L1 knowledge at the morphological, syntactical, and semantic level. A qualitative analysis of the focus group data suggests that thinking in the L1 is a common strategy for ESL learners, which they perceive to be an advantage for generating ideas faster and to decide what to write. However, participants' perceived writing text in the L1 for later content translation to be counterproductive. An important factor that cannot be discounted and that may have contributed to the language switching frequency among the participants in this study is the learning contexts: learning English in the U.S. versus learning English in Puerto Rico. Additional research is needed to explore the relationship between language switching and learning context. I conclude this dissertation by suggesting pedagogical implications regarding L2 writing instruction and for placement of L2 learners in ESL programs.
590 $a School code: 0006.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Hispanic American Studies. $3 1017793
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0279
690 $a 0290
690 $a 0681
690 $a 0737
710 2 $a University of Alaska Fairbanks. $3 718922
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0006
790 1 0 $a Burleson, Derick, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266059