English Education Policy Trends in Puerto Rico and the Implications of the Language of Instruction in Puerto Rican Universities

Abstract

This chapter highlights the social and cultural gaps evidenced when students from a foreign country receive education in a Puerto Rican university. It explores the influence and the implications of the Spanish vernacular being used as a language of instruction. The chapter starts with a historical background on English language instruction for Puerto Ricans throughout the last century. This topic is discussed in order to shed light on the consequences of such a polemic subject and to evaluate the implications and the influence it has had in the way Puerto Ricans communicate. The Puerto Rican Spanish vernacular is inherent in the language of instruction used throughout grade school and in Higher Education. As part of the investigation of the effects of the language of instruction, three students were interviewed to form part of this discourse. The motivations they had to study on the island were explored, as well as experiences that highlighted the language and cultural barriers that may or may not have been present in while studying in a Puerto Rican university. Their feelings toward their general experiences with their peers and professors were also explored.

Citation

Rosado, J.G. (2018), "English Education Policy Trends in Puerto Rico and the Implications of the Language of Instruction in Puerto Rican Universities", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 12), Emerald Publishing Limited, Leeds, pp. 99-111. https://doi.org/10.1108/S2055-364120180000012008