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This is a depository for theses and dissertations done by the University of Belize Faculty
This exploratory study tested the hypothesis that metacognition of Kriol as a first language (L1) assists the teaching-learning of English as a second language (L2) in Belizean classrooms even as it improves attitude to Kriol, one of the Caribbean Creole languages. The results agreed with the theoretical basis of a sociocultural approach to language education. Mixed methodology was used, focusing on convergent triangulation.
Results strongly supported the benefits of L1 education on students' attitude to their L1 and on their L2 grades. Equally supported was the importance of cultural councils. Grade improvement was significant at p < .001 for the Kriol-English group, with one comparable English-only group at p < .209. Convergences occurred of inferential statistics with attitudinal indicators and with teachers' pass rates, the latter by a mean of 33.6% against ex post facto data. Two major challenges emerged. One was the limited time for directed development of specific English skills. This time-based proficiency factor has long been identified as critical to all learning, especially L2 learning; moreover, it often depends on program format and language learners' needs. The second was the high rate of those with incomplete requirements; however, comparison with historical data of the participant teachers and national data negated this factor. The major conclusion is that Belize is ready for systemic inclusion of Kriol as an instructional medium, even if an early or late exit strategy is utilized. Four recommendations are included for instrumental program development. Finally, with the null hypothesis clearly rejected, that in fact an increase in Kriol attitude and English grades would not occur, this study can be replicated in demographically similar areas. Read More...