Linguistics in Secondary Education: Teachers' Perceptions of Linguistics in the Classroom

Author

Ayla Aizza Galvan, The University of Texas Rio Grande Valley

Date of Award

8-2018

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Dr. Sheila Dooley

Second Advisor

Dr. Pamela Anderson-Mejias

Third Advisor

Dr. John O. Foreman

Abstract

Theoretical linguistics is an area of English study focusing on the abstract components of language: phonology, morphology, syntax, semantics, and pragmatics. By 11th and 12th grade, students in the United States have been tested on linguistic concepts, as per state examination standards. English Language Arts teachers can introduce theoretical linguistic investigation and terms to their students, but this is not happening. The paper reviews why theoretical linguistic analysis is not thoroughly implemented in classrooms, successful classroom linguistic investigation in other countries and some U.S., and how linguistic investigation can be part of classroom curriculum. The research incorporates survey data from Rio Grande Valley ELA educators on their perceptions on linguistics a science, the usefulness of linguistics in the classroom, the desire to teach linguistics, and environmental factors that play a role in linguistic education. Results show responses in agreement or toward agreement in all four perceptions.

Comments

Copyright 2018 Ayla Aizza Galván. All Rights Reserved.

https://www.proquest.com/dissertations-theses/linguistics-secondary-education-teachers/docview/2110793871/se-2?accountid=7119

Recommended Citation

Galvan, Ayla Aizza, "Linguistics in Secondary Education: Teachers' Perceptions of Linguistics in the Classroom" (2018). Theses and Dissertations. 265.
https://scholarworks.utrgv.edu/etd/265