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Date of Graduation
5-9-2024
Semester of Graduation
Spring
Degree Name
Master of Education (MEd)
Department
Department of Educational Foundations and Exceptionalities
Second Advisor
Katya Koubek
Third Advisor
Ruth Bosch
Abstract
This study was a phenomenological qualitative study that delved into the complex interplay between language, culture, and identity among second-generation Latinx high school students in an English-dominant environment. The research aimed to understand the impact of English prevalence on preserving Spanish as a heritage language and its influence on students' ethnic identities. Data collection was comprised of three semi structured interviews, a student assignment, and a researcher’s journal. Findings revealed that while students felt a strong connection to their Hispanic heritage and recognized the importance of maintaining Spanish, they also faced challenges of linguistic subordination and acculturative stress. The study highlighted the nuances of acculturation, with participants navigating between preserving their cultural heritage and adapting to the dominant American society. The research also underscored the significance of language power, where language proficiency was a source of empowerment and exposed students to societal pressures and discrimination. The study's limitations included a small sample size of three participants, time constraints, and the learning curve of a novice researcher.
Implications for the classroom emphasized the importance of fostering linguistic diversity, understanding the challenges faced by second-generation Latinx students, and implementing multilingual pedagogies. Additional recommendations included collaboration between educators and researchers, professional development for teachers, and the creation of safe spaces for discussion to effectively support diverse student populations.
