| The focus of this dissertation was to explore the language attitudes and perceptions of New Mexican Hispanic students in a dual language immersion program. This includes: What they thought about English and Spanish? How and why they spoke as they did in the classroom, with peers, and with family members? What their actions said about them socially? How it did or did not reflect on the program they were enrolled in and the language they chose or refused to use?;Language is one tool we use that displays our social identities. The way we choose to use language and even the language we speak expresses a very meaningful and complex aspect of ourselves (Labov, 1982; Lippi-Green 1997; Ochs & Schieffelin, 1983; Schieffelin & Ochs, 1986; Trudgill, 1983).;The voice of minority language or heritage language students was not present in the review of the literature in dual language programs. We need to understand language minority students' reasons, issues, concerns, and actions as participants in these programs if we are to continue to work on the development of language proficiency of the minority or heritage language through the institution of the American education system.;Utilizing the students' own words helped analyze students' feelings and ideas about these two languages. Investigation through the use of students' interviews, classroom observations notes and transcriptions of audio recordings of classroom interaction helped reveal their language attitudes and language perceptions through the analysis of language use, message forms, setting, key, and speakers. These led to the students' norms of interaction which were reflected in the classroom and in their interactions with peers and others. These findings led to the issue of language and power that was present in the students' lives and which affected the language use of the students. |
