This study examines the languages attitudes surrounding the standard (Academic Guaraní) and vernacular (Jopará) varieties of Guaraní, as well as the reported language use for Spanish and the two varieties of Guaraní. The study addresses language attitudes as manifestations of pride, loyalty, and prestige and reported language usage characteristic of a dichotomy between high and low varieties (e.g. Loureiro-Rodríguez, 2008) in order to determine if similar language attitudes and linguistic norms are evident in this community. A survey was used to gather data from 10 students and 10 teachers who live and work in Altos de La Cordillera (a small town with rural and urban features). Contrary to the findings of previous research studies on the language attitudes associated with high and low varieties (e.g. Garrett, 2001), the participants of this study appear to show an all-round favorability for the standard variety of Guaraní (Academic Guaraní). Furthermore, the reported language use of Spanish, Jopará, and Academic Guaraní does not seem to provide evidence for a Spanish/Guaraní diglossia in this community nor does there appear to be a dichotomy between the high and low varieties of Guaraní such as what has historically existed between Spanish and Guaraní. The participants' language attitudes and patterns of reported language use are interpreted in relation to notions of solidarity, superiority, accommodation, and the relationship between adolescence and identity formation. / Master of Arts / This study examines the languages attitudes surrounding the variety of Guaraní taught in school (Academic Guaraní) and the primarily oral variety of Guaraní (Jopará) historically spoken at home or in private contexts. It also examines the reported language use for Spanish and the two varieties of Guaraní. The study addresses language attitudes as manifestations of pride, loyalty, and prestige and reported language usage characteristic of multilingual communities in order to determine if similar language attitudes and linguistic norms are evident in this community. A survey was used to gather data from 10 students and 10 teachers who live and work in Altos de La Cordillera (a small town with rural and urban characteristics). The participants of this study appear to show an all-round favorability for the standard variety of Guaraní (Academic Guaraní). Furthermore, the reported language use of Spanish, Jopará, and Academic Guaraní does not seem to be connected to the formality or informality of the given situation or context. The participants’ language attitudes and patterns of reported language use are interpreted in reference to inter and intra-group relations and the notion of superiority.

This study investigated the relationship of out-of-class English use and proficiency gains. It also explored the relationship of gender, proficiency level and native language and the possible effect of these demographics on out-of-class English use and language gains in English. Though some studies have shown that those who spend more out-of-class time using the target language have higher language gain (Seliger, 1977), other studies have not found this to be true (Day, 1985; Freed 1990; Spada, 1986). Some reasons for the discrepancy in findings may be differences in the length of the time data is collected, samples of study participants and types of tests used to measure proficiency. Sixty-one students at an intensive English language program came from 12 different language backgrounds and 4 proficiency levels. They participated in a 31-week-long study. Participants took a proficiency pre- and posttest (Elicited Imitation Test) and responded to a questionnaire designed to elicit information about out-of-class language use (Language Contact Profile). In addition to the questionnaire, six students participated in semi-structured interviews that offered additional support for the data gathered by the questionnaire. Data obtained from the questionnaire and interviews was compared to gains in proficiency between the pre- and posttest. The results suggest that using English out-of-class helps improve oral proficiency. In addition, the study shows that gender, proficiency level and native language are not significant predictors of out-of-class English use and proficiency gains. These findings are discussed in light of what teachers and school administrators can do to help their students use the target language in and out of class for best results.