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Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP

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.

Identiferoai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-7582
Date01 December 2016
CreatorsMoore, Alhyaba Encinas
PublisherBYU ScholarsArchive
Source SetsBrigham Young University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceAll Theses and Dissertations
Rightshttp://lib.byu.edu/about/copyright/

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