Translanguaging within the Scope of Dominican Pre-College and College Education
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| Title: | Translanguaging within the Scope of Dominican Pre-College and College Education |
|---|---|
| Language: | English |
| Authors: | Fransheska Arias Reyes, Ivanna Tavarez Vasquez, Pedro Tavárez DaCosta |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Foreign Countries, Code Switching (Language), Higher Education, Elementary Secondary Education, Spanish, French, Creoles, English, Language Variation, Language of Instruction, Cultural Context, English (Second Language), Second Language Learning, Language Attitudes, Civil Rights, Bilingual Education |
| Geographic Terms: | Dominican Republic |
| Abstract: | Our country, which is today the Dominican Republic, is a Spanish speaking country due to the historical and well known fact that the then Hispaniola Island or Santo Domingo was split into two different colonies by effect of the Aranjuez Treaty (1777), held between the two Colonial Metropolis of Spain and France thus establishing the French occupation of the territory of Haiti to the West and the Spanish territory to the East, and producing therefore the establishing of two different countries with two different languages (Spanish and French), in a land (Quisqueya) in which in pre-Colombian times was occupied by the aborigines, mainly the Tainos, and Caribes and the use of their now disappeared aborigine languages. The Dominican Republic achieved its independence in 1844 from the Haitian domination and was also occupied by a score of empires like the British, the French and the American domination (1916), but it has also been the settlement of former Black Slaves brought from the United States during the Lincoln Administration in the Peninsula of Samana as part of a political plan of the Haitian dictator Boyer to dominate the whole island and producing therefore a settlement of some Ten Thousands Afro-Americans who brought to our island "American English." "British English" was also brought to our country in recent times by the settlement or immigration of workers from the island of Turk & Caicos (Caribbean British Possessions), and some other islands neighboring our country thus establishing in Cities Like San Pedro de Macoris and Puerto Plata a permanent residence of British Speaking People who brought with them not only their language but their customs, traditions and religion, like in Samana. Those important historical facts have shaped the linguistic map of our country marked by the diversity of those foreign influences, but the Spanish, more clearly the "Dominican Spanish Language" has survived the test of the time and history thus becoming the Official and Predominant Language of the country, and like Cuba and Puerto Rico, the two other former Spanish Colonies which are known as the "Antillas Mayores" are the exponents of the dialects of the Caribbean Spanish Language, unlike the neighbor countries of Jamaica, or the British and American Virgin Island or the Dutch-speaking islands of Curacao and Aruba, and needless to say of Haiti, our bordering country which with the event of history has developed the "Haitian Creole" as its National language. So the linguistic phenomenon of Translanguaging within the context of the Dominican and National Education cannot separately be examined solely on the basis of a pure linguistic, academic and scholastic fact, but further more as case of reaffirmation of our language and national identity. Spanish is the official and constitutional language of the Dominican Republic, and unlike the case of the United States of America where English and more precisely "American English" is considered to be the most widely and used "Natural Language," but not still the Official one, in terms of Law and Constitution. That historical and legal category of the English Language in the United Sates, which allows immigrants, even to be educated in a language of their own, has also brought some wrong considerations on the part of National and International scholars when they undertake the case of Translanguaging in our classrooms and therefore in our National Context, wrong considerations that have led to serious accusations of racism to our country, needless to say a score of raw arguments and "out of tone statements," where they portray us in terms of an specie of "Apartheid in the Caribbean zone," regarding the rights of Haitian-descendant or children students in Dominican schools, mostly in primary education. This work is basically divided into two main areas; the first one analyzes the case of Translanguaging within the scope of Dominican Higher Education, which was a task we have conducted and published before, and the case of Translanguaging in the pre-college or Primary Education National System, focusing on what is happening in our bordering schools to Haiti. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED664847 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED664847 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED664847 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Translanguaging within the Scope of Dominican Pre-College and College Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fransheska+Arias+Reyes%22">Fransheska Arias Reyes</searchLink><br /><searchLink fieldCode="AR" term="%22Ivanna+Tavarez+Vasquez%22">Ivanna Tavarez Vasquez</searchLink><br /><searchLink fieldCode="AR" term="%22Pedro+Tavárez+DaCosta%22">Pedro Tavárez DaCosta</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 33 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Creoles%22">Creoles</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Variation%22">Language Variation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Dominican+Republic%22">Dominican Republic</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Our country, which is today the Dominican Republic, is a Spanish speaking country due to the historical and well known fact that the then Hispaniola Island or Santo Domingo was split into two different colonies by effect of the Aranjuez Treaty (1777), held between the two Colonial Metropolis of Spain and France thus establishing the French occupation of the territory of Haiti to the West and the Spanish territory to the East, and producing therefore the establishing of two different countries with two different languages (Spanish and French), in a land (Quisqueya) in which in pre-Colombian times was occupied by the aborigines, mainly the Tainos, and Caribes and the use of their now disappeared aborigine languages. The Dominican Republic achieved its independence in 1844 from the Haitian domination and was also occupied by a score of empires like the British, the French and the American domination (1916), but it has also been the settlement of former Black Slaves brought from the United States during the Lincoln Administration in the Peninsula of Samana as part of a political plan of the Haitian dictator Boyer to dominate the whole island and producing therefore a settlement of some Ten Thousands Afro-Americans who brought to our island "American English." "British English" was also brought to our country in recent times by the settlement or immigration of workers from the island of Turk & Caicos (Caribbean British Possessions), and some other islands neighboring our country thus establishing in Cities Like San Pedro de Macoris and Puerto Plata a permanent residence of British Speaking People who brought with them not only their language but their customs, traditions and religion, like in Samana. Those important historical facts have shaped the linguistic map of our country marked by the diversity of those foreign influences, but the Spanish, more clearly the "Dominican Spanish Language" has survived the test of the time and history thus becoming the Official and Predominant Language of the country, and like Cuba and Puerto Rico, the two other former Spanish Colonies which are known as the "Antillas Mayores" are the exponents of the dialects of the Caribbean Spanish Language, unlike the neighbor countries of Jamaica, or the British and American Virgin Island or the Dutch-speaking islands of Curacao and Aruba, and needless to say of Haiti, our bordering country which with the event of history has developed the "Haitian Creole" as its National language. So the linguistic phenomenon of Translanguaging within the context of the Dominican and National Education cannot separately be examined solely on the basis of a pure linguistic, academic and scholastic fact, but further more as case of reaffirmation of our language and national identity. Spanish is the official and constitutional language of the Dominican Republic, and unlike the case of the United States of America where English and more precisely "American English" is considered to be the most widely and used "Natural Language," but not still the Official one, in terms of Law and Constitution. That historical and legal category of the English Language in the United Sates, which allows immigrants, even to be educated in a language of their own, has also brought some wrong considerations on the part of National and International scholars when they undertake the case of Translanguaging in our classrooms and therefore in our National Context, wrong considerations that have led to serious accusations of racism to our country, needless to say a score of raw arguments and "out of tone statements," where they portray us in terms of an specie of "Apartheid in the Caribbean zone," regarding the rights of Haitian-descendant or children students in Dominican schools, mostly in primary education. This work is basically divided into two main areas; the first one analyzes the case of Translanguaging within the scope of Dominican Higher Education, which was a task we have conducted and published before, and the case of Translanguaging in the pre-college or Primary Education National System, focusing on what is happening in our bordering schools to Haiti. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED664847 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED664847 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 33 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Code Switching (Language) Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Spanish Type: general – SubjectFull: French Type: general – SubjectFull: Creoles Type: general – SubjectFull: English Type: general – SubjectFull: Language Variation Type: general – SubjectFull: Language of Instruction Type: general – SubjectFull: Cultural Context Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Language Attitudes Type: general – SubjectFull: Civil Rights Type: general – SubjectFull: Bilingual Education Type: general – SubjectFull: Dominican Republic Type: general Titles: – TitleFull: Translanguaging within the Scope of Dominican Pre-College and College Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fransheska Arias Reyes – PersonEntity: Name: NameFull: Ivanna Tavarez Vasquez – PersonEntity: Name: NameFull: Pedro Tavárez DaCosta IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Titles: – TitleFull: Online Submission Type: main |
| ResultId | 1 |
