Capstone
For this spring semester, 2023 I had the opportunity to take WLC 400 which is a class where we students have to get involved in a big project with groups and choose a topic where we would have to do an essay of 30 to 35 pages long and two presentations on that topic of our essay and make the presentation in English and Spanish. And also present in front of many people. Although the presentation was in Spanish, when the public asked us questions, we had to translate them into another language, either Spanish or English. It was a great experience because I had the chance to meet new people and gather to make this project successful. Although, this project was somehow stressful because I was putting all of my efforts into making it sound professional. From my experience, I would recommend future students stay calm and must make time for this since the meeting with our group is more than one hour. I would say that from this project, students learn how to have patience and understand that we all have different opinions and there would be times when we won't agree with each other's opinion. This project involves us having interviews with certain people to help to prove our investigation. Our project was focused on the linguistics side, and our topic was The Educational Barriers that Spanish-Speaking Students Face on the Central Coast of California. We talk about how these students struggled to communicate with others around them in school. I actually enjoyed this project because I somehow identified with them because I remember I would struggle to communicate with my teachers because my English was not that good. It is depressing to be in this position, but that was not an obstacle for me and my interviewers.
Version Final Bravo, Filan, Zaragoza-Capstone Project - Google Docs
Version Final Bravo, Filan, Zaragoza-Capstone Project - Google Docs
Abstracto en español
En los últimos años, en California, ha habido un aumento de estudiantes hispanos cuya primera lengua no es el inglés, sino el español o una lengua indígena. Por lo tanto, existen barreras lingüísticas que estos estudiantes y sus familias enfrentan en las escuelas de California, donde la lengua vehicular es el inglés. Este estudio examina la perspectiva de una maestra angloparlante, una estudiante bilingüe y una madre de familia hispanohablante con el fin de explorar las experiencias y los desafíos de las partes interesadas. Los resultados muestran que los estudiantes hispanohablantes carecen de ciertos recursos cuando están obteniendo su educación secundaria, incluyendo la falta de intérpretes en sus clases y la falta de apoyo en sus hogares. Para poder ayudar al rendimiento académico de los estudiantes aprendices de inglés, es necesario que se brinde apoyo moral e intelectual por medio de programas que trabajen en conjunto con los estudiantes, padres de familia e instituciones educativas.
Palabras clave: falta de intérpretes, barrera lingüística, escuela secundaria, español en EEUU, discriminación lingüística
Abstract in English
In recent years in California, there has been an increase in Hispanic students whose first language is not English, but rather Spanish or an indigenous language. Therefore, there are language barriers that these students and their families face in California schools, where the language of instruction is English. This study examines the perspectives of an English-speaking teacher, a bilingual student, and a Spanish-speaking parent in order to explore stakeholder experiences and challenges. The results show that Spanish-speaking students lack certain resources when they are obtaining their secondary education, including the lack of interpreters in their classes and the lack of support at home. In order to improve the educational experiences of English learners, it is necessary to provide additional linguistic and affective support through programs that work together with students, parents, and educational institutions.
Keywords: Lack of interpreters, Language barriers, High school, Spanish in the US, Linguistic discrimination
Pregunta de investigación
¿Cuáles son las perspectivas de una alumna, una maestra y una madre acerca de las experiencias educacionales de los estudiantes ELD en una escuela preparatoria en la costa central de California, Estados Unidos?
Research question
What are the perspectives of a student, a teacher, and a mother about the educational experiences of ELD students in a high school on the central coast of California, United States?
En los últimos años, en California, ha habido un aumento de estudiantes hispanos cuya primera lengua no es el inglés, sino el español o una lengua indígena. Por lo tanto, existen barreras lingüísticas que estos estudiantes y sus familias enfrentan en las escuelas de California, donde la lengua vehicular es el inglés. Este estudio examina la perspectiva de una maestra angloparlante, una estudiante bilingüe y una madre de familia hispanohablante con el fin de explorar las experiencias y los desafíos de las partes interesadas. Los resultados muestran que los estudiantes hispanohablantes carecen de ciertos recursos cuando están obteniendo su educación secundaria, incluyendo la falta de intérpretes en sus clases y la falta de apoyo en sus hogares. Para poder ayudar al rendimiento académico de los estudiantes aprendices de inglés, es necesario que se brinde apoyo moral e intelectual por medio de programas que trabajen en conjunto con los estudiantes, padres de familia e instituciones educativas.
Palabras clave: falta de intérpretes, barrera lingüística, escuela secundaria, español en EEUU, discriminación lingüística
Abstract in English
In recent years in California, there has been an increase in Hispanic students whose first language is not English, but rather Spanish or an indigenous language. Therefore, there are language barriers that these students and their families face in California schools, where the language of instruction is English. This study examines the perspectives of an English-speaking teacher, a bilingual student, and a Spanish-speaking parent in order to explore stakeholder experiences and challenges. The results show that Spanish-speaking students lack certain resources when they are obtaining their secondary education, including the lack of interpreters in their classes and the lack of support at home. In order to improve the educational experiences of English learners, it is necessary to provide additional linguistic and affective support through programs that work together with students, parents, and educational institutions.
Keywords: Lack of interpreters, Language barriers, High school, Spanish in the US, Linguistic discrimination
Pregunta de investigación
¿Cuáles son las perspectivas de una alumna, una maestra y una madre acerca de las experiencias educacionales de los estudiantes ELD en una escuela preparatoria en la costa central de California, Estados Unidos?
Research question
What are the perspectives of a student, a teacher, and a mother about the educational experiences of ELD students in a high school on the central coast of California, United States?
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