Taylor Cruz, Tatiana M.

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    Language preferences for neurodivergent students in public schools in Puerto Rico
    (2024-05-01) Taylor Cruz, Tatiana M.; Soto Santiago, Sandra L.; College of Arts and Sciences - Art; Font Santiago, Cristopher; Rivera, Rosita L.; Department of English; Valentin Rodriguez, Anidza
    During my teaching practice at a public school on the west side of Puerto Rico, I noticed a phenomenon with my 7th grade neurodivergent students. These students opted to speak in their second language (English) rather than their mother tongue (Spanish) with their peers, classmates, and teachers. Such a phenomenon could be due to various factors that may include social and cultural environment, language comfort and pop culture. The main objective for this study was to understand why these students were inclined to speak one language rather than the other and what factors contribute to these decisions. A series of interviews and observations were conducted for four months. Four neurodivergent students were interviewed and observed in their classroom environment. Their respective parents were interviewed, and four teachers were interviewed and observed as well (English, Spanish, History and Science). A case study was the most appropriate research methodology to identify the factors influencing language choices with the neurodivergent population at the school. The results determined that their language preference was influenced by the language skills, including speaking, writing, and reading, the language comfort or ease, the social environment (school, sports, home) and pop culture that the students were exposed to.