This study investigates language policy and language planning (LPP) in a small private school in an urban area of Puerto Rico. This school is considered an elite school where most of the students are bilingual (Spanish and English) and sometimes multilingual (Spanish, English, French and/or Hebrew). Through the gathering of facts by using ethnographic methods, my goal was to understand how language policy and planning develop at Saint Andrew's School, with a primary focus on the role of the Spanish language in an English immersion setting.
Utilizing Hornberger's and Skilton-Sylvester's (2003) continua of biliteracy framework, this study analyzes how the English and Spanish languages are used, taught and learned. Hornberger (2003,2006) has suggested that "the more the learning contexts allow learners to draw on all points of the continua, the greater are the chances for their full biliterate development." With the above in mind, this study investigates the school's practices, attitudes, beliefs and perceptions towards monolingualism and bilingualism.
By examining the school's history as well as the school's current use of the Spanish and English languages, this study shows that Saint Andrew's school's LPP evolved from a limited bilingual type of program to a bilingual/biliterate type of program. Spanish is now taught as a first language at Saint Andrew's school. Its students acquire excellent English literacy skills and moderate Spanish literacy skills. Their use of both languages is situation specific.
|Advisor:||Hornberger, Nancy H.|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||Language arts, Bilingual education|
|Keywords:||Bilingualism, Education, Elite, Language planning, Language policy, Policy, Private school, Puerto Rico|
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