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Using Cultural Cognition for Learning English: a Mexican Immigrant Family's Perspective Cherri Louise Brown Walden University

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Using Cultural Cognition for Learning English: a Mexican Immigrant Family's Perspective Cherri Louise Brown Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective Cherri Louise Brown Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Cherri Brown has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Yoly Zentella, Committee Chairperson, Psychology Faculty Dr. Stephen Rice, Committee Member, Psychology Faculty Dr. Jonathan Cabiria, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract Using Cultural Cognition for Learning English: A Mexican Immigrant Family’s Perspective by Cherri Louise Brown MBA, New York Institute of Technology, 2008 BA, Mount Holyoke College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Psychology Walden University October 2016 Abstract The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3- generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants’ articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage. Using Cultural Cognition for Learning English: A Mexican Immigrant Family’s Perspective. by Cherri Louise Brown MBA, New York Institute of Technology, 2008 BA, Mount Holyoke College, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Psychology Walden University October 2016 Dedication For the amazing BHG (my husband), our children, and grandchildren who have always been the reason behind my focus on any mission. This dedication also belongs to my mom, Alma Louise Naughton Shaw, who role modeled self-motivation and perseverance in so many ways, in ways on roads that I have yet to cross. Together they all bring laughter and love, the most important aspects of our human experience. Acknowledgments I give special thanks to Yoly Zentella, PhD, who went beyond the scope of her professional specialty as a clinician to guide and help me land my plane of passion. Through her personal history, perseverance, and knowledge, she turned on the lights of listening, learning, and understanding for me. A special thank you goes to Stephen Rice, PhD, who stayed with my research well beyond a reasonable time. His patience and straightforwardness helped me through some of the most selfish twists and turns of passionate research. Thanks also to my University Research Reviewer, Jonathan Cabiria, PhD. To our Walden Library staff, particularly Nykol Eystad, Psychology Department Librarian, whose knowledge and interest led me to a broader scope of thinking. Thanks also to our Walden Writing Center staff, particularly Travis Sands, whose ever patient and knowledgeable corrections have helped bring my passion and research to fruition. To Mount Holyoke College professors and cohorts: Jane F. Crosthwaite, PhD, Joo Yeon Chon, PhD, Becky Wai-Ling Packard, PhD, and Ann Kim, PhD who individually and as a team modeled patience and guided me to the heart of the human experience. To my Mount Holyoke College Big Sister, Patrice Behnstedt, who still cheers and grounds me. Special thanks also to Mikaila Mariel Lemonik Arthur and Elizabeth Osorio whose help in peer reviewing for my ever-present passionate and subjective perspective, ferreted out my bias and made the passion work for the positive social changes I hope will come to fruition. I also give special thanks to Eileen Geoghegan for her Fresh-Eye review for the pesky errors in syntax, voice, and sequence that live with me as though they were an additional and vital system to keep my body, mind, and spirit in constant flux. A special note of thanks goes to Viorica Marian, PhD, Professor at Northwestern University and coauthor of the LEAP-Q, for her permission to use and modify it for my study. To Marilyn Hall, Administrative Assistant, Communication Sciences & Disorders at Northwestern University, who provided extraordinary help in making the necessary modifications and translations of the LEAP-Q for my study. A thank you to Herbert and Nancy Brown and Ivette Morales for their generosity of time and expertise in translating the necessary permission documents, without which my study would not have gone forward. Table of Contents Chapter 1: Introduction to the Study ....................................................................................1 Historical Background ...................................................................................................6 Background ....................................................................................................................8 Problem Statement .......................................................................................................11 Purpose of the Study ....................................................................................................14 Research Questions ......................................................................................................15 Research Questions ............................................................................................... 15 Questions to Respondents ..................................................................................... 15 Conceptual Framework ................................................................................................16 Nature of the Study ......................................................................................................18 Data Collection ..................................................................................................... 19 Operational Definitions ................................................................................................20 Assumptions .................................................................................................................25 Scope and Delimitations ..............................................................................................26 Limitations ...................................................................................................................27 Significance of the Study .............................................................................................28 Summary ......................................................................................................................31 Chapter 2: Literature Review .............................................................................................32 Introduction ..................................................................................................................32 Synopsis of Current Literature .....................................................................................34 Literature Search Strategy............................................................................................37 i Databases .............................................................................................................. 37 Conceptual Framework ................................................................................................41 Literature Review.........................................................................................................47 The Sociocognitive Perspective ............................................................................ 49 The Culturocognitive
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