Project

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Project Abstract

Education policy in the United States has been heavily skewed towards a monoglossic, monolingual ideal with students predominately learning in English, despite the large population of emergent bilingual students. This education system leaves little opportunity for minority language students to practice and develop their native language. This in turn results in language attrition as a student’s language skills in their native language stagnate. This research project provides an ethnographic study of language attrition in emergent bilingual students in subtractive transitional educational programs in San Diego. In addition, it promotes awareness of language attrition among bilingual students due to monoglossic, normative culture within today’s schools.  Evidence was gathered through observations, interviews, and surveys of bilingual students in the San Diego region. The study aims to contribute to the literature on bilingualism and bilingual education in the United States’ school system.

 

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Thesis

Location

9500 Gilman Drive
San Diego, CA 92093
United States