Social and Political Issues Educators Face

1. Social and PoliticalIssuesEducatorsFace Maria E. Rosa Garcia S00-26-4223 EDUG 604 September 23, 2010

2. LanguageDiversity

3. LanguageDiversity • Languagediversityrisesissues in educationthatmustbeaddressedbecausetheyundeliemanyotherimportant social issues. • Decisionsaboutthelanguages in whichstudents are educatedhaveimplications in a number of educationalareas.

4. RefugeeIntergration

5. RefugeeIntergration • TheUnitedStatesacceptstens of thousands of refugeeseachyear. • Educatorsmustbeaware of thehistory and cultural background of thepopulationwhenteachingtheEnglishlanguage.

6. ImmigrantIntergration

7. ImmigrantIntergration • Since 2000 the U.S has admitted1,063,732 immigrants. • Over 40 precent of theimmigrantsoriginatefromSpanishspeakingcountries.(U.S. Dept. of Justice, Immigration and NaturalizationService 2001; U.S. Dept. of Homeland Security,2003)

8. American Identity and Attitudes

9. American Identity and Attitudes • Language is at the core of the policy debates over immigrants’ impact on American culture. • Research done on Americanattitudes toward English usage in public schools and the use of public tax money is limited. • Data from the University of Oklahoma’s 2001 Survey on American Attitudes revealed the following:

10. University of Oklahoma’s 2001 Survey on American Attitudes • . A telephone survey revealed that the respondents’ educational, social and economic background generates different attitudes toward the teaching of English. The study also revealed an augment of negative sentiment toward immigrants. This negativity exists because immigrants are perceived as a threat to the American culture, identity, beliefs, and values.

11. University of Oklahoma’s 2001 Survey on American Attitudes • Persons with lower social and economic status tend to view immigrants as a threat. Low-wage workers are likely to resent that public money be spent to provide English skills to immigrants. Evidence suggested that those with higher economic status and more education present a more favorable attitude toward immigration.

12. English in Puerto Rico

13. English in Puerto Rico • The history of the English language is characterized by conflict and chaotic change.(Pousada) • Spain’s reign over the island of Puerto Rico in the 15th century brought to an end the indigenous tribes. • The language spoken by the indigenous was replaced by a particular dialect of Spanish from the southern part of Spain and loanwords from the Taino, and African languages, thus creating Puerto Rican Spanish.

14. English in Puerto Rico • Puerto Ricans possessed their own identity, music, clothing, personality, and nationality as described by Fray IñigoAbbad in his first comprehensive history of Puerto Rico, Historia, geográfica civil y política de Puerto Rico . • The 19th century would bring the struggle for Puerto Rican autonomy.

15. English in Puerto Rico • 1868- Lares Uprising • 1870-Liberal Conservative Party advocated assimilation into Spain’s political party. • Liberal Reformist Party advocated decentralization from Spanish control. • 1887- the Puerto Rican Autonomist Party tried to create a political and legal identity for Puerto Rico while emulating Spain in all political matters. • 1897-exiled leaders from the Lares Uprising sought independence from Spain. • Charter of Autonomy granted the island political and administrative autonomy.

16. Spanish American War

17. SpanishAmerican War • American troops invaded Puerto Rico on July 25, 1898.Fifteen weeks later Spain granted Cuba its freedom, sold the Philippine Islands, and gave the islands of Guam and Puerto Rico to the United States . • Puerto Rican feared that the United States would not give them the measure of self rule they had gained under the Spanish.

18. Spanish American War • After the invasion our problems of a national identity and different attitudes towards the English language begin. • A military government was installed and obligatory free education is established. • Americanization via the English language was promoted. • 1900 Foraker Act established a civil government and the Dept. of Public Education is created.

19. Changing Policies

20. Changing Policies • 1902- English as co-official with Spanish • 1930- English as a special subject • 1941- Bilingualism • 1946- English as a mandatory second language • 1993- Project to Create a Bilingual Citizen, • These partisan politics regarding English create instability in the school systems, students, school community, and educators.

21. Research • In 1989 Lopez Laguerre investigated attitudes towards the teaching of English in Puerto Rico. The study revealed 38.9 of the 477 secondary teachers interviewed, preferred English taught as a required course, 34.3 percent believed English should be an elective course, 20.2 percent indicated that English should be part of a bilingual program and 3.9 percent would exclude English from the curriculum entirely.

22. Research • Torruellas study in 1990 investigated the use of English in three private schools. His research indicated the respondents’ educational, social and economic background determined the mastery of English. Evidence suggested that those from higher economic status schools present a more favorable attitude and strive to succeed in the oral and written competencies, while those from middle class developed an apathetic attitude and resistance toward the learning of English.

23. Research • In 1992 the Ateneo carried out a survey of language use on the island. Results were that over 90 percent of the respondents preferred the use of Spanish in communication from the government, 20.6 percent considered themselves bilingual. The most interesting find in this study proves that the learning of English is socially and politically related .

24. Research • 93 percent of the samples would never give up the Spanish language even if the island became a state and even if English were established as the sole official language. 91 percent considered themselves Puerto Ricans first and Americans next.87 percent claimed to feel strong patriotic attachments to the Puerto Rican flag (Pousada).

25. Conclusion • Educators whether they are in the United States or in Puerto Rico are confronted with different attitudes that are defined by the political, social and cultural insights of the country. The attitude and desire of the United States and Puerto Rico to conserve their language plays an important role as it serves to identify and unite them as a people.

26. References • (n.d.). Retrieved September 4http://www.cal.org/topics/ri, 2010, from Cultural Orientation Resource Center. • (n.d.). Retrieved September 20, 2010, from wikipedia.org: http://www.en.wikipedi.org • (2007, March 1). Retrieved September 4, 2010, from The Free Library>Social Sciences: http://www.thefreelibrary.com • Adger, C. (n.d.). Retrieved September 04, 2010, from CAL:Topics:InternationalDevelpoment: http://www.cal.org/topics/id • Littell, M. (2005). The Americans. Houghton Mifflin. • Pousada, A. (n.d.). home.earthlink.net. Retrieved September 22, 2010, from http://www.home.earthlink.net/~aposada/id.html

27. References • http://www.danscartoon.com/editorial • http://www.editorialcartonist.com • http://www.tolerance.org/activity/editorial-cartoon-languagediversity