Degree Year

1999

Document Type

Thesis

Degree Name

Bachelor of Arts

Department

Sociology

Advisor(s)

William P. Norris

Keywords

English Second Language, ESL, Bilingual

Abstract

Many bilingual and English as a second language (ESL) education programs in the United States focus on the best way to teach a child sound academic skills such as reading and writing. Though there is much debate centered around which method of English language instruction is most effective, questions as to how the child's language behavior in school relates to his emotional and personal behavior in his/her community are often ignored. Research has identified that a stigma is attached to children who speak a different language when entering school. Further, this stigma is often perpetuated by teacher bias demonstrated through classroom activities. I will explore this aspect of ESL and bilingual education and its affects on student academic and personal development.

Included in

Sociology Commons

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