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dc.contributor.advisorSoto-Santiago, Sandra L.
dc.contributor.authorMundo-González, Jessie L.
dc.date.accessioned2019-01-17T18:38:54Z
dc.date.available2019-01-17T18:38:54Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/20.500.11801/1698
dc.description.abstractEnglish language teaching has long been the source of education policy debates in Puerto Rico. Efforts have been made to increase bilingualism in students; however, textbooks used to teach English have had little sociocultural relevance to the students’ experiences. This study focuses on the use of sociocultural thematic units, through motivational language approaches, to increase ESL learning motivation, providing a detailed description of how to apply those strategies within the language classroom. A cross-case analysis was conducted between two Basic English II sections at the University of Puerto Rico at Mayagüez. This thesis helps other ESL educators design a culturally informed language class through the use of thematic units, following the four levels of Dörnyei’s taxonomy of motivational approaches (see Appendix A). The results provide evidence that a language classroom with teaching resources relevant to the students’ sociocultural experiences increase their motivation to learn and voluntarily practice the language.en_US
dc.description.abstractLa enseñanza del inglés ha sido fuente de amplios debates en las políticas educativas Puertorriqueñas. Ha habido esfuerzos para aumentar el bilingüismo en los estudiantes; sin embargo, los libros utilizados han tenido poca relevancia sociocultural con sus experiencias. Este estudio se enfoca en el uso de estrategias de enseñanza motivacionales mediante unidades temáticas socioculturales, para aumentar la motivación de aprender inglés y provee una descripción de cómo implementarlas dentro del salón. Se realizó un análisis de casos-cruzados entre dos secciones de Inglés Básico II en la Universidad de Puerto Rico en Mayagüez. Esta tesis ayuda a otros educadores a diseñar clases socioculturales utilizando unidades temáticas y siguiendo los cuatro niveles de la taxonomía de enfoques motivacionales de Dörnyei (ver Apéndice A). Los resultados evidencian que una clase de idiomas con recursos relevantes a las experiencias socioculturales de los estudiantes aumenta su motivación para aprender y practicar voluntariamente el idioma.en_US
dc.language.isoEnglishen_US
dc.subjectLanguageen_US
dc.subjectPolicyen_US
dc.subjectBilingualismen_US
dc.subjectESLen_US
dc.titleMotivational language strategies in a basic english classroom in Puerto Ricoen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2018 Jessie L. Mundo Gonzálezen_US
dc.contributor.committeeRivera, Rosita
dc.contributor.committeePratt, Ellen
dc.contributor.representativePlaza, María
thesis.degree.levelM.A.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Arten_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterSpring (2nd semester)en_US
dc.description.graduationYear2018en_US


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  • Theses & Dissertations
    Items included under this collection are theses, dissertations, and project reports submitted as a requirement for completing a degree at UPR-Mayagüez.

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