Universidad Autónoma de Santo Domingo

PRIMADA DE AMÉRICA
Fundada el 28 de octubre de 1538
Facultad de Humanidades
Escuela de Idiomas

Sociocultural Factors that Affect the Process of Teaching English as a Foreign

Language in the English Immersion Program at UASD – Nagua.

Monograph presented to opt for the title of Bachelor´s degree in Modern

Languages Major in English

Sustained by:
Alanna García Vilorio
Dahiana Noemí Paredes García
Emelisa Nolberto Cisnero
Yeri José Dotel Paredes

Advisor:
Manuel A. Gregorio Polanco, M.A.

Dominican Republic
2023
 Universidad Autónoma de Santo Domingo
PRIMADA DE AMÉRICA
Fundada el 28 de octubre de 1538
Facultad de Humanidades
Escuela de Idiomas

Sociocultural Factors that Affect the Process of Teaching English as a Foreign

Language in the English Immersion Program at UASD – Nagua

Monograph presented to opt for the title of Bachelor´s degree in Modern

Languages Major in English

Sustained by:
Alanna García Vilorio; 100307134
Dahiana Noemí Paredes García; DD-4702
Emelisa Nolberto Cisnero; 100023061
Yeri José Dotel Paredes; 100341818

Advisor:
Manuel A. Gregorio Polanco, M.A.
The recommendations contained in
this investigation are responsibility
of the sustainers. The UASD does
not necessarily sympathize with the
concepts published.
Dominican Republic

2023
 Universidad Autónoma de Santo Domingo
PRIMADA DE AMÉRICA
Fundada el 28 de octubre de 1538
Facultad de Humanidades
Escuela de Idiomas

Factores socioculturales que afectan el proceso de enseñanza del inglés como lengua
extranjera en el Programa de Inglés de Inmersión en la UASD - Nagua.

Monográfico presentado para optar por el título de Licenciado en Lenguas

Modernas mención Inglés

Sustentado por:
Alanna García Vilorio; 100307134
Dahiana Noemí Paredes García; DD-4702
Emelisa Nolberto Cisnero; 100023061
Yeri José Dotel Paredes; 100341818

Asesor:
Manuel A. Gregorio Polanco, M.A.
Las opiniones contenidas en la
presente investigación son de la
exclusiva responsabilidad de los
sustentantes. La UASD no se
solidariza necesariamente conlos
conceptos emitidos.

República Dominicana

2023
 i

ACKNOWLEDGEMENTS

To God, because without him nothing is possible, for answering each of my prayers to conclude

this path.

To my mother Rosario Vilorio, who was my support and never gave up despite sickness and

tiredness, she always worked for me in all this process, I don’t have how to paid her for everything she

did for me, I love you mom.

To my father Oslando García, who is my guide and my pride, now and on I want to be like you.

Thank you daddy for all the love and support that you had given me in all my life. I love you dad.

To my maternal family, specially my aunts Maria y Rosa Nidia, who always were for me every

time I needed her, you both are my mothers, too. To my cousin Cheril Stephani, sister, thank you very

much for being part of this process, I love you.

To my husband and son, Elias and Adrian Elias, without you this was not be possible. My

motivation to move forward and get up every day with more desire to finish and make you both proud of

me. I love you with all my heart.

To my friends of Team Nagua-San Fco, Yeri Dotel, Emelisa Nolberto, Dahiana Paredes, Ivón

Cabrera, Mapher Hidalgo y Leocadio García, for every time I needed you always was there for me,

you’re too special in my life.

To our teacher and mentor Manuel A. Gregorio P., M.A., thank you for being our father in this

career, you will always be in our hearts.

Alanna García Vilorio

 ii

To my dear God: For always being with me when I need it most, for giving me life and health,

Lord, thank you for clearing my path and allowing me to achieve one of my most cherished dreams, for

filling me with the necessary wisdom and patience that helped me break all those barriers and obstacles

that were presented to me in this length of career. Thank you for this great blessing.

To my dear parents Esmelia Cisnero and Oscar P. Nolberto: Mommy, thank you for believing

in me, for your efforts, for worrying so much that everything always turned out well for me, and for your

prayers. To my dad who is now my heavenly angel who follows me wherever I am for supporting me, for

motivating me to keep going no matter what comes my way. thanks to you both today I am achieving one

of my goals.

To my Husband Graciliano Tun: for supporting me in everything and being with me in the most

difficult moments.

To my Son Gracilino Jr Tun Nolberto: For being the engine that drives me not to give up and

to always want to give my best and be a better person every day.

To my teachers: For their performance and hard work, for being so understanding and being

available to their students, especially the teacher Manuel Gregorio Polanco. It was a great honor for me

to have you as teachers and to have people like you take part in my teaching-learning process.

To my entire family brothers, nephews, uncles and aunts, cousins: thank God for the family

you have given me, especially my uncle Jose Miguel Nolberto who, like dad, God has not allowed you to

be by my side in this very special moment, but I will always be grateful because he was always motivating

me and at the disposal of what I lack.

To all my partners from university, Team Nagua: For always being there and giving me your

support unconditionally, especially Alanna Garcia, Yeri Dotel, Dahiana Paredes y Yerlin De La Cruz.

Emelisa Nolberto Cisnero

 iii

To my Good God, my good father, I saw your miracles during this journey.

To my father´s memory, during his life was entirely focus on this goal.

To my mother, ´´The Queen´´, since the first beat of my heart, she taught me to fight; the strength

I got from her is impeccable. If it wasn’t for her and her guidance I don’t know where I would be, she

never let me fall. I love you mom, the most.

To my brothers Enmanuel, Engerlbert and Manaury, for being unconditional for me in any

time.

To my best friend Diamela, for being my emotional support.

To my special friends, Keily Vega and Wendy Guzman when I was down you were encouraging

me, you have been my vitamins.

To my partners in this monograph, Yeri Dotel, Emelisa Norberto, Alanna Garcia, thank you

for all your ideas and your advices on this task.

To my neighbors, taking care about my mom when I wasn’t. without your help I couldn´t be here,

I don’t have words to thank you.

To my family, always proud in me.

To Jose Sotero and Ana Maria Dominguez’s family, you have been supporting me and helping

me when I need it more. I was blessed because of you.

To Manuel Reyes and Jeannette Mendez´s family, you were always worried about me and gave

me support. You were a bless. Thank you.

To my teachers, Germania Felix and Manuel Gregorio, If I have been successful is due to your

teachings, thank you.

To several people who believe in me more than me in this achievement. Thank you.

Dahiana Noemi Paredes Garcia

 iv

To God, who orchestrates the symphony of our lives, I offer my sincerest thanks. Your guiding
hand and unwavering support have led me through every challenge.

To my parents, José Dotel Batista and Irma Hortencia Paredes Serrano, who nurtured my
dreams with unwavering dedication, my sister Yuni María Dotel Paredes, whose support brought joy
even in the toughest moments, my grandmother Melania Batista Duarte and my aunts Rosa Dotel
and Josefa Dotel, you are the roots from which my achievements have grown.

To my fiancée Indhira Elliot, I am profoundly grateful. Your patience, belief in me, and the
beautiful moments you have provided me during this journey have been invaluable. Your presence in
my life has been a guiding light, and I am excited for the chapters we will write together in the future.
Love you Bae.

To my circle, who stood by me through thick and thin, I extend my heartfelt thanks. Those are:
My sister in law Indiana Elliot, My monograph’s partners: Alanna García, Emelisa Nolberto and
Dahiana Paredes my dear friends: Melody Reyes, Ana M. Gregorio Bernal, Nazareth Franco
Melissa García Pujols, Angélica Rodríguez, Franchesca Hilario, Rafael Feliz, Diógenes Vásquez
and the team of Jóvenes Unidos por el Cambio, Estefany Holguin with all the Team of JRM and
PRM, Marcos Mercedes, Jose Luis De la Cruz, Wilfredo Álvarez (Miniño), Junior Peralta, Amada
Lopez, Jorge Cavoli, all the members of Camino RD 2030 ODS, my Co-workers: Anette Quiñones,
Lisset Encarnación, Nivelys Peña, Kerlin Acosta, Rafael Álvarez, Divanny Rodríguez and
Leonidas Sánchez and my UASD Professors: Germania Felix, Rober Matos, Jesus Rojas, Sabino
Morla, Pedro Dacosta, Miguel Lené, Luciano Ramirez, Severina de Jesus, Margarita Reyes,
Antonio Paredes and Adalgi Martinez.

As I pen these words, I remember those who have left this earthly realm. In a posthumous
tribute, I honor their memory. Their influence and the lessons they imparted remain alive in my thoughts.
Though they are physically absent, their impact continues to shape my journey. Those are: My Mother
in Law Susana Valdez Valenzuela, My Aunts Eduarda Dotel Batista and Dulce Maria Serrano
and My Professors Ángel Bernardo Santana, Ruhperto Carreño and Vicenta Rojas.

A special acknowledgment goes to my esteemed professor, Manuel Gregorio Polanco. Your

mentorship and guidance have been instrumental in shaping my intellectual growth.

Yeri José Dotel Paredes

 v

ABSTRACT

This comprehensive study delves into the complex interplay of sociocultural factors influencing
the teaching of English as a foreign language within the distinctive context of the English
Immersion Program at the Universidad Autonoma de Santo Domingo (UASD) Centro Nagua. The
research scrutinizes the perceptions and strategies employed by both educators and learners,
shedding light on the multifaceted dynamics that contribute to the efficacy of language instruction.
The findings of this research carry practical implications for educators and policymakers seeking
to enhance foreign language programs. By recognizing and addressing sociocultural factors,
educational institutions can develop tailored pedagogical strategies that accommodate diverse
learning styles and backgrounds, thereby fostering a more inclusive and effective learning
environment. Finally, this research contributes significantly to a deeper understanding of the
intricate relationship between sociocultural dynamics and language education. It not only provides
insights specific to the English Immersion Program at UASD Centro Nagua but also offers a
framework for analyzing and adapting language instruction in similar sociocultural contexts
globally. As language education continues to evolve, acknowledging and navigating these
sociocultural intricacies becomes imperative for creating meaningful and impactful learning
experiences.

Keywords: Sociocultural factors, English as a Foreign Language, teaching, language acquisition,

English Immersion Program, UASD - Nagua, cultural norms, social contexts, pedagogical
strategies.
 vi

TABLE OF CONTENTS

Acknowledgements ........................................................................................................................... III

Abstract .............................................................................................................................................. V
Introduction ....................................................................................................................................... 08
CHAPTER I: BACKGROUNDS TO THE STUDY ........................................................................ 12
1.1 Research backgrounds ............................................................................................................. 12
CHAPTER II: THEORETICAL FOUNDATIONS .......................................................................... 15
2.1 Theories for Language Teaching Methods.............................................................................. 15
2.1.1 Scaffolding ...................................................................................................................... 15
2.1.2 Experiential Learning ……………… ....................... ………………………………… ..16
2.1.3 Social Modeling Theory: ……………………… .... …………………………………… 18
2.2 Theoretical Lens ...................................................................................................................... 20
2.2.1 The Role of Social Interaction in Language Development…… ……………………… .20
2.2.1.1 Pedagogical Interventions ………… ... ……………………………………………… 21
2.2.1.2 Cultural Resources …………………… ....... …………………………………………21
2.2.1.3 Conscious Attention ……………………… ………………………………………… 21
2.2.1.4 Collaborative Learning Environment ………………………………… . ……………..21
2.2.1.5 Cultural Backdrop ………………………… ………………………………………… 21
2.2.1.6 Cross-Cultural Dynamics………………… . ………………………………………… 22
2.2.2 Facilitator-Participant Linkages ……………… .. ………………………………………22
2.2.2.1 Cultural Sensitivity ……… .............................................. …………………………… 22
2.2.2.2 Patterns of Interaction ………………………… ......... ……………………………… 22
2.2.2.3 Autonomy vs Interdependence …………………… ... ………………………………..22
2.2.2.4 Power Dynamics ........................................................................................................... 23
2.2.2.5 Globalization and Local Context.................................................................................. 23
2.3 Definition of Terms .................................................................................................................. 23
2.3.1 Sociocultural Factors ........................................................................................................ 23
2.3.2 Teaching English as a Foreign Languages (TEFL) .......................................................... 24
2.3.3 English Immersion Program............................................................................................. 24
2.3.4 UASD-Nagua ................................................................................................................... 24
2.3.5 Sociocultural Factors Affecting TEFL ............................................................................. 24
CHAPTER III: RESEARCH METHODOLOGY …………………………………………… ......... ..26
3.1 Approach .................................................................................................................................. 26
3.2 Type of Research...................................................................................................................... 27
3.2.1 Qualitative Method .......................................................................................................... 27
3.3 Instruments and Techniques for Data Collection..................................................................... 28
3.4 Population ................................................................................................................................ 29
3.5 Procedures................................................................................................................................ 29
 vii

CHAPTER IV: FINDINGS ...................................................................................................................... 31

4.1 Sociocultural factors that affect the process of teaching English ........................................... 31
4.2 Teaching strategies and materials that have implemented in EIP ........................................... 32
4.3 Methodology of the educators can integrate cultural awareness ............................................. 34
4.4 Impact of sociocultural factors on the process of teaching English language. ....................... 36
4.5 Summary ................................................................................................................................ 37
CONCLUSIONS AND SUGGESTIONS ………………… ......................... ………………………… ..38
Concluding Remarks .................................................................................................................... 38
Suggestions .................................................................................................................................. 40

REFERENCES .......................................................................................................................................... 42
APPENDICES .......................................................................................................................................... 43
 8

INTRODUCTION

In a world where diverse cultures interact more frequently, English has emerged

as the common language of communication, enabling individuals to connect,

collaborate, and contribute to global progress. Within this framework, language

education programs are pivotal in facilitating effective language learning. The English

Immersion Program at the Universidad Autonoma de Santo Domingo (UASD) Centro

Nagua stands as a noteworthy example of such initiatives, dedicated to immersing

learners in an environment conducive to achieving proficiency in the English

language. However, the effectiveness of language education is intricately interwoven

with sociocultural dimensions that shape teaching methodologies, learner interactions,

and enhance the overall educational experience.

The present research endeavors to explore the intricate relationship between

sociocultural factors and the process of teaching English as a foreign language within

the aforementioned English Immersion Program. Drawing upon the tenets of

sociocultural theory, this study delves into the multifaceted ways in which cultural

norms, social contexts, and language learning strategies intersect and influence the

pedagogical dynamics within this unique educational setting.

The Universidad Autonoma de Santo Domingo, renowned for its commitment to

academic excellence and cultural diversity, has established itself as a hub of language

education within the Caribbean region. The Centro Nagua, in particular, embodies a

rich sociocultural tapestry where local traditions intersect with global influences.

Consequently, understanding how these sociocultural factors intertwine with language

instruction becomes imperative for optimizing the effectiveness of the English

Immersion Program.
 9

By scrutinizing the interplay between cultural norms, social contexts, and

pedagogical practices, this research aims to illuminate the challenges and

opportunities that emerge in this dynamic educational context. Furthermore, the

outcomes of this study will not only enrich the discourse on foreign language

education but also provide educators, curriculum developers, and policymakers

with insights to develop strategies that are both culturally sensitive and

pedagogically effective.

This research incorporates a qualitative research design, involving methods

such as interviews and classroom observations. Through these methodologies, the

study seeks to uncover the nuanced ways in which sociocultural factors shape

instructional practices and learner engagement within the English Immersion

Program at UASD - Nagua.

In the subsequent sections, this paper will delve into the relevant literature on

sociocultural influences in language education, expound upon the research design

and methodology, present the findings and their implications, and finally, conclude

with recommendations for optimizing the teaching process in the English

Immersion Program.

As a response to inquiries regarding the sociocultural factors influencing the

English language teaching process within the English Immersion Program at

UASD Nagua, the following questions have arisen.:

1. Which sociocultural factors Affect the Process of Teaching English as a

Foreign Language in the English Immersion Program at UASD – Nagua?

2. Which teaching strategies and materials have been implemented within

the English Immersion Program to address the diverse cultural

backgrounds and language proficiencies of the students?

 10

3. How do educators within the English Immersion Program at UASD -

Nagua integrate cultural awareness and sensitivity into their pedagogical

approaches way?

4. How do sociocultural factors influence the English Language Teaching

Process in the English Immersion Program at UASD-Nagua?

The General Objective of this research is to conduct an exhaustive and in-

depth investigation and analysis of how sociocultural factors influence the process

of teaching English within the English Immersion Program at the Universidad

Autonoma de Santo Domingo (UASD) – Centro Nagua.

Meanwhile, the specific objectives of this study are as follows:

1. To Identify the social and cultural elements that shape the instruction of

English as a second language in the English Immersion Program at UASD –

Nagua.

2. To Explore the teaching strategies and materials that have been implemented

within the English Immersion Program to address the diverse cultural

backgrounds and language proficiencies.

3. To Investigate the methodology of the educators within the English

Immersion Program at UASD – Nagua to integrate cultural awareness into

their pedagogical approaches way.

4. To Examine the sociocultural factors that influence the English Language

Teaching Process at the English Immersion Program at UASD-Nagua.

 11

This research is divided into four chapters:

Chapter I: Background

This chapter is organized into two main sections, presenting the national and

international background. It will provide an overview of relevant contextual factors.

Chapter II: Theoretical Framework

The chapter will delve into various theoretical themes that form the foundation

of the research. It will explore and elucidate the theoretical perspectives and concepts

crucial to understanding the study's context and objectives.

Chapter III: Research Methodology

This chapter encompasses the chosen research design, elucidating the

methodology adopted for the study. It will address the population under

consideration, providing details on the techniques and instruments employed in the

research process.

Chapter IV. Findings.

This chapter serves as a pivotal section where the results of the research are

presented and analyzed.

Also this research has the conclusions, recommendations, references, and

annexes.
 12

CHAPTER I: BACKGROUNDS TO THE STUDY

In this inaugural chapter, the groundwork is laid for a comprehensive

exploration into the subject matter at hand. "Backgrounds to the Study" serves as a

crucial preamble, delineating the contextual landscape within which the research

unfolds. This chapter is designed to provide readers with a nuanced understanding of

the historical, social, and theoretical underpinnings that shape the research inquiry.

By delving into the roots and antecedents of the study, the chapter establishes a solid

foundation upon which the subsequent analysis and findings will be built.

1.1 Research backgrounds

Bachman, (2010) argues that culture is an essential dimension of language

teaching. She challenges the traditional view of culture as a collection of facts and

information that can be memorized and transmitted to students. Instead, she argues

that culture is a dynamic and ever-changing process that is constantly being

negotiated and contested. Also proposes a new model of culture teaching that she

calls "intercultural competence." Intercultural competence refers to the capacity to

comprehend and value diverse cultures, as well as the skill to employ language

effectively in communication within cross-cultural environments.

Also Bandura, (2020) says that identity is a central concept in understanding

language learning. She challenges the traditional view of identity as a fixed and stable

entity, and instead argues that identity is fluid and dynamic, and is constantly being

negotiated and contested. Norton proposes a model of identity that she calls

"investment theory." Investment theory is based on the idea that learners invest in the

learning of a new language because they believe that it will give them access to

certain social, economic, and political resources. The value of these resources will

vary depending on the learner's individual circumstances and the sociocultural

context in which they are learning.

 13

In the same way, Brown, (1994) explains that language policies can have a

significant impact on educational outcomes. He shows how language policies can

affect the language of instruction, the curriculum, and the assessment of students. He

also shows how language policies can affect the motivation and achievement of

students. Brown concludes by calling for a more critical approach to language policy.

He argues that we need to be aware of the hidden agendas that are often at play in

language policy, and we need to be vigilant in protecting the rights of language

minorities.

In contrast to the traditional view of language learning as a linear progression,

Bryam M. & Risager (1999) propose a new perspective, "the ecology of language

learning," which emphasizes the complex interplay of factors that influence language

acquisition. Instead, Bryam M. & Risager posits that language learning is a complex

process influenced by various factors, including individual learner characteristics, the

learning environment, and the sociocultural context. The researcher contends that

understanding language learning requires acknowledging its dynamic and emergent

nature, shaped continuously by the learner's interactions with the environment. This

viewpoint questions the antiquated and impractical idea that language learning

follows a simple, linear progression of skill acquisition.

Canagarajah, (2012) advocates for a fresh perspective on language teaching

and learning, which he terms "translingual practice.". Translingual practice is based

on the idea that multilinguals use their multiple languages and repertoires in creative

ways to communicate and negotiate meaning. Also challenges the traditional view of

language as a monolithic entity with a single set of norms. He argues that English is

a complex and dynamic language that is constantly being shaped by its users. He also

argues that multilinguals are not simply code-switchers who move between two or

more languages. They are also translinguals who use their multiple languages and

repertoires in creative ways to communicate and negotiate meaning.

 14

Cook, (2008) provides an extensive overview of the language socialization

approach to second language acquisition (SLA). Stressing the importance of this

perspective, he argues that language socialization offers a valuable framework for

understanding how learners acquire both language and culture in various contexts.

Cook elucidates language socialization as "the process through which individuals

become proficient in using language to engage in the social and cultural practices of a

community." At the core of her argument is the idea that language socialization is not

a fixed occurrence but rather a dynamic and ongoing process. It is intricately

influenced by factors such as the individual characteristics of the learner, the specific

learning context, and the broader sociocultural environment. This perspective

challenges static views of language acquisition and highlights the ongoing, interactive

nature of language learning within social and cultural frameworks.

 15

CHAPTER II: THEORETICAL FOUNDATIONS

In this chapter, we delve into the essential theories and concepts that form the

backbone of our research. Think of it as the intellectual toolbox guiding our exploration.

By understanding and applying these theories, we aim to provide a solid framework for

approaching our research questions. This chapter not only outlines the theoretical basis

for our study but also explains how these ideas shape our methodology and

interpretation of findings. It's like setting the stage, ensuring our work is rooted in

established knowledge while paving the way for the unique contributions our research

aims to make.

2.1 Theories for Language Teaching Methods.

According to Crystal, (2003) the study of sociocultural factor theories is based

on the following theories or approaches:

2.1.1 Scaffolding: It is a concept developed by Lev Vygotsky, describes the

range of tasks that a learner can complete with the assistance of a more experienced

individual.

Vygotsky's theory posits that learning is a social process, emphasizing the role

of social interaction in cognitive development. According to Vygotsky, learners can

achieve more with the assistance of others than they can on their own. The "more

knowledgeable other" or "more capable peer" plays a crucial role by providing

scaffolding, which refers to tailored support based on the learner's needs. This

scaffolding is designed to assist the learner in mastering new skills and acquiring

knowledge within their ZPD. The ZPD, therefore, underscores the significance of

collaborative learning and the role of social support in fostering cognitive growth. The

ZPD has been used to explain a variety of learning phenomena, including the benefits

of peer tutoring, apprenticeships, and cooperative learning.

 16

Teachers can use the ZPD to create learning activities that are just beyond the

students' current level of understanding. This will challenge the students but not

overwhelm them. By providing scaffolding and support, teachers can help students to

learn new concepts and skills that they would not be able to learn on their own.

2.1.2 Experiential Learning: The constructivist theory of learning posits that

students actively construct their own knowledge by engaging with the material. This

theory underscores the importance of students being actively involved in the learning

process for effective knowledge acquisition.

In essence, the constructivist theory of learning is a perspective that highlights

the active role of learners in the creation of their knowledge. Instead of being passive

recipients of information, learners are viewed as active participants who construct their

understanding of the world through a process involving experiences, interactions, and

reflections. This theory acknowledges the dynamic nature of learning, where individuals

actively make sense of information and integrate it with their existing knowledge and

perspectives.

The constructivist theory was developed by a number of different psychologists,

including Jean Piaget, Lev Vygotsky, and Jerome Bruner. These psychologists believed

that learners are not blank slates that are simply filled with information by their teachers.

Instead, they believed that learners come to the learning process with their own prior

knowledge and experiences, which they use to make sense of new information.

The constructivist theory carries several educational implications. First, it

suggests that teachers should focus on helping learners to construct their own

knowledge, rather than simply providing them with information.

Second, the constructivist theory proposes that teachers should consider learners'

pre-existing knowledge and experiences when crafting learning activities. This ensures
 17

that the experiences are pertinent and significant for the learners.

Third, the constructivist theory suggests that teachers should allow learners to

make mistakes and learn from them. This is because Errors play a significant role in the

process of learning. They help learners to identify their misconceptions and to develop

new understandings.

The constructivist theory is a powerful tool for understanding how learning occurs.

This theory can be applied to create impactful learning experiences that assist learners

in constructing their own knowledge and understanding.

Active Learners: Individuals involved in the learning process are not passive

recipients; instead, they actively participate and interact with the content.

Knowledge Construction: Learners create their understanding by actively

interacting with their surroundings, making learning a process of meaning-making from

experiences.

Influence of Prior Knowledge: The learning process is significantly shaped by

individuals' existing knowledge and experiences, which serve as a foundation for

assimilating new information.

Learning from Mistakes: Errors are an integral part of learning, offering valuable

insights and opportunities for learners to refine their comprehension.

Social Learning: Learning is inherently social, emphasizing the importance of

interactions with others, fostering collaborative activities and discussions.

Nurturing Environment: Teachers are pivotal in establishing a supportive learning

setting that encourages risk-taking, exploration of new ideas, and meaningful

interactions, with the teacher serving as a guide in the learning process.

The experiential learning has been influential in education, and it has been used to

develop a variety of teaching methods, such as problem-based learning, inquiry-based

learning, and project-based learning. These methods all focus on active learning and

allow learners to construct their own knowledge.

 18

It is a valuable tool for understanding how learning occurs and for designing

effective instruction. It is a complex theory with a long history of research, and there is

still much that we do not know about how it works. However, the constructivist theory

provides a valuable framework for understanding the learning process and for designing

effective learning experiences.

2.1.3 Social Modeling Theory: The social modeling theory posits that learning is

a result of observation and imitation, signifying that students acquire knowledge by

observing and replicating the behaviors of others. This theory places a significant

emphasis on observational learning, imitation, and modeling in the process of acquiring

new behaviors. Pioneered by Albert Bandura in the 1960s, social learning theory stands

as one of the most influential and widely recognized theories of learning.

Bandura proposed that individuals acquire new skills, behaviors, and knowledge

through observation and imitation of others, a process also referred to as vicarious

learning.

The social learning process involves four primary steps:

1. Attention: The learner needs to focus on and pay attention to the behavior

exhibited by the model.

2. Retention: The learner must be able to remember and retain the observed

behavior of the model.

3. Reproduction: The learner should have the capability to reproduce or mimic

the behavior demonstrated by the model.

4. Motivation: The learner needs to be motivated to imitate the model's behavior,

making motivation a key factor in the process of observational learning.

The wide-ranging impact of social learning theory extends to a diverse array of

behaviors, including aggression, altruism, and academic success. Its explanatory power

encompasses the development of social skills and the establishment of new habits. As
 19

an invaluable framework for comprehending the learning process, social learning theory

serves as a powerful tool for designing effective interventions that promote behavior

change. It sheds light on the mechanisms by which individuals acquire behaviors,

providing valuable insights for strategies aimed at guiding and influencing behavior in

various settings.

Here are some of the key concepts of social modeling theory:

 Modeling: Refers to the act of observing and imitating the behavior

demonstrated by others.

 Vicarious Reinforcement: Involves learning by observing and

understanding the outcomes or consequences of others' behaviors.

 Self-efficacy: The belief in one's ability to successfully perform a specific

behavior.

 Reciprocal Determinism: Encompasses the concept that behavior,

environmental factors, and personal factors are interconnected and mutually

influence each other.

The social learning theory has wielded considerable influence across multiple

disciplines, including psychology, education, and sociology. Its applicability extends to

explaining diverse behaviors, ranging from aggression to altruism. Furthermore, the

theory has been instrumental in the development of interventions aimed at facilitating

behavioral change, demonstrating its practical utility in addressing and understanding

human behavior across different contexts.

The social learning theory is intricate and has undergone extensive research over the

years. Although the exact mechanisms of the theory are still a topic of debate, it offers

a valuable framework for comprehending the learning process and strategies for

behavior modification.

By applying these theoretical foundations, teachers can create a learning

environment that is conducive to student success. They can help students to learn
 20

English in a way that is both challenging and engaging.

2.2 Theoretical Lens

The study titled "Sociocultural Factors that Affect the Process of Teaching English

as a Foreign Language in the English Immersion Program at UASD – Nagua" adopts a

multifaceted theoretical lens to examine the intricate relationship between sociocultural

factors and EFL teaching practices. This theoretical framework encompasses a range of

principles, constructs, and variables that provide a comprehensive understanding of the

diverse influences shaping the teaching and learning of English as a foreign language in

the distinct context of the English Immersion Program at the Universidad Autónoma de

Santo Domingo (UASD) in Nagua.

2.2.1 The Role of Sociocultural Interaction in Language Development:

According to Ellis, (2003) Sociocultural theory is a theoretical framework developed by

Lev Vygotsky that highlights the interplay between social interaction, cultural context,

and cognitive development. This theory posits that individuals learn and develop

through their interactions with others in social settings. In the realm of language

learning, sociocultural theory proposes that language is not merely a collection of

individual skills; instead, it is regarded as a tool for communication and a medium

through which individuals participate in cultural practices. This perspective emphasizes

the interconnectedness of language, communication, and culture, asserting that

language proficiency is not only about mastering linguistic elements but also about

understanding and engaging in the broader socio-cultural contexts in which language is

used.

For the analysis of 'Sociocultural Factors that Affect the Process of Teaching

English as a Foreign Language in the English Immersion Program at UASD – Nagua,'

the incorporation of sociocultural theory involves several key considerations:

2.2.1.1 Pedagogical Interventions: This topic involves providing temporary

support and guidance to learners as they engage in tasks that are just beyond their current
 21

level of competence. Teachers in the program can use scaffolding techniques to help

students navigate English-language tasks, gradually reducing support as their language

skills develop.

2.2.1.2 Cultural Resources: Language is a cultural tool that enables individuals to

engage in various cultural practices and activities. The framework should explore how

the English Immersion Program integrates English language skills with culturally

relevant activities and contexts to enhance language learning.

2.2.1.3 Conscious Attention: In sociocultural theory, this refers to the role of tools,

signs, and symbols in facilitating learning. In the program's context, digital resources,

multimedia materials, and interactive activities can function as mediational tools,

enriching language learning experiences.

2.2.1.4 Collaborative Learning Environment: That refers to a group of

individuals who come together based on a shared interest or common goal, collaborating

to enhance their understanding and expertise in a particular subject or area. The English

Immersion Program has the potential to cultivate a community of practice among both

students and teachers, encouraging collaborative learning and fostering language

development.

2.2.1.5 Cultural Backdrop: The cultural context of Nagua and the Dominican

Republic should be considered in the design of language learning experiences.

Language learning activities that resonate with students' cultural experiences are more

likely to engage them and facilitate meaningful language use.

2.2.1.6 Cross-Cultural Dynamics: The framework should incorporate an in-depth

analysis of cultural factors influencing language learning. This examination may

encompass cultural values, beliefs, and attitudes toward language acquisition,

particularly in the context of English as a foreign language and education in general.

The cultural dynamics of Nagua and the wider Dominican Republic are crucial

considerations, as they significantly shape students' perceptions of English and

influence their motivation to learn the language. Understanding these cultural nuances
 22

is essential for tailoring effective language teaching strategies within the English

Immersion Program.

2.2.2 Facilitator – Participant Linkages: The dynamics of teacher-student

relationships within the English Immersion Program at UASD – Nagua are influenced

by various sociocultural factors, which can impact students' engagement, motivation,

and learning outcomes. Understanding and analyzing these factors can provide valuable

insights into effective teaching practices and strategies. Here are some key aspects to

consider:

2.2.2.1 Cultural Sensitivity: Cultural norms regarding authority and respect can

shape how students interact with teachers. For example, in cultures that emphasize

deference to authority figures, students may be hesitant to ask questions or seek

clarification from teachers. This could affect their language learning progress if they

feel uncomfortable seeking help.

2.2.2.2 Patterns of Interaction: Different cultures have distinct communication

styles that affect interactions. Some cultures may encourage more direct

communication, while others may emphasize indirect or polite language use. Teachers

need to be aware of these variations to effectively engage students in classroom

discussions and activities.

2.2.2.3 Autonomy vs Interdependence: Sociocultural factors related to

individualism and collectivism can influence how students collaborate, share ideas, and

learn in group settings. Teachers should consider how to create a supportive learning

environment that caters to both individual learners and the collective group.

2.2.2.4 Power Dynamics: Sociocultural contexts can establish power dynamics

between teachers and students. Analyzing how these power dynamics manifest in the

classroom can shed light on how comfortable students feel expressing their opinions,

making mistakes, and participating actively.

2.2.2.5 Globalization and Local Context: The conceptual framework should

 23

recognize the impact of globalization on language teaching. While English is commonly

taught as a global lingua franca, its application is inherently connected to local contexts

and cultures. Recognizing the impact of globalization involves recognizing that the

instruction of English must be adjusted to harmonize with local requirements, cultural

subtleties, and varied educational contexts. This viewpoint underscores the significance

of taking into account both the global importance of English and its meaningful

integration into particular, localized teaching environments.

Indeed, the conceptual framework for the study "Sociocultural Factors that Affect

the Process of Teaching English as a Foreign Language in the English Immersion

Program at UASD – Nagua" is firmly rooted in sociocultural theory. This framework

meticulously intertwines cultural, social, linguistic, and educational aspects to provide

a thorough examination of the intricate relationship between sociocultural factors and

the teaching of English as a foreign language (EFL). This framework aims to explore

how these elements influence and shape the dynamics of teaching and learning within

the unique context of the English Immersion Program at UASD – Nagua.

2.3 Definitions of terms

2.3.1 Sociocultural Factors: According to Gass, (2007) these are the various

elements within a society that influence and shape individual behaviors, beliefs, values,

and interactions. Sociocultural factors include aspects such as social norms, cultural

practices, traditions, language, and socioeconomic status, all of which play a role in

shaping how people perceive and interact with the world around them.

2.3.2 Teaching English as a Foreign Language (TEFL): Gibson (1991)

characterizes Teaching English as a Foreign Language (TEFL) as the pedagogical

approach dedicated to instructing non-native speakers of English in environments where

English is not the prevalent language of communication.

2.3.3 English Immersion Program: According to MESCYT, (2005) English

 24

immersion program is an educational strategy that underscores intensive exposure to the

English language. Participants, typically individuals who are not native English

speakers, are immersed in an environment where English serves as the predominant

language for instruction and communication.

2.3.4 UASD – Nagua: According to UASD, (2010) It is an extension of the

Universidad Autónoma de Santo Domingo, which is the oldest university in the

Dominican Republic. Nagua likely refers to the specific location or campus where the

study or program is taking place. In this context, UASD – Nagua would refer to the

university campus or institution in Nagua where the English Immersion Program is

being conducted.

2.3.5 Sociocultural Factors Affecting TEFL: Hall (2017) highlights the

interplay between social and cultural influences that shape the teaching and learning of

English as a foreign language (EFL).

By comprehending these terms and concepts, we will gain a deeper understanding of

how sociocultural factors influence the process of teaching English as a foreign language

within the English Immersion Program at UASD – Nagua.

 25

CHAPTER III: RESEARCH METHODOLOGY

This chapter serves as the roadmap for our study, outlining the strategies and

procedures employed to answer our research questions. Also details the approach,

design, and tools chosen to gather, analyze, and interpret data. This chapter offers a

comprehensive guide to how our study is conducted. It ensures the reliability and

validity of our findings, establishing a solid foundation for the reader to understand and

assess the study's credibility. In essence, this chapter illuminates the behind-the-scenes

aspects of our research, showcasing the careful thought and planning that goes into each

step of the investigative journey.

3.1 Approach:

This study adhered to the principles of qualitative research. As stated by Cerda,

(2011), this methodology pertains to elements that cannot be easily quantified, such as

characteristics, attributes, or qualities that are employed to describe, understand, or

clarify social phenomena or the behaviors of individuals or groups. This approach

focuses on qualitative aspects, emphasizing a nuanced exploration of the intricate and

subjective dimensions inherent in social phenomena or human actions. Similarly,

Hernandez-Sampieri, (2006) assert that qualitative research is concerned with gaining

insights into phenomena by examining them from the perspective of participants in their

natural settings and within the context they exist.

In this research, the qualitative approach was chosen to examine how individuals

understand and interact with the phenomena in their environment, enabling a more in-

depth exploration of their perspectives, interpretations, and significance, as

recommended by Hernandez-Sampieri, (2006). Consequently, this study centers on the

sociocultural factors influencing the instruction of English as a foreign language within

 26

the English Immersion Program at UASD – Nagua. Furthermore, it delves into the

experiences of teachers in response to this specific phenomenon.

3.2 Type of Research:

This study is classified as descriptive in nature because it involves creating a

thorough documentation of the language teaching procedures while simultaneously

providing an account of the sociocultural elements impacting the English teaching

process within the English Immersion Program at UASD Nagua. To illustrate, it

examines the methods employed in classroom instruction and explores how these

experiences shape their everyday existence.

3.2.1 Qualitative Method:

This research is grounded in the phenomenological approach, which enables the

exploration of an individual's consciousness. ´´It seeks to understand the essence of how

people perceive life through their experiences and the meanings that envelop them,

which are shaped within the individual's psychological realm´´ Hinkel, (2016) In

alignment with this perspective, Krashen, (1982) emphasizes:

´´Phenomenology in education is not simply an "approach" to the study of

pedagogy, nor is it limited to offering simple "alternative" descriptions or explanations

of educational phenomena. Rather, the human sciences intend to reflexively recover the

bases that in a deeper sense offer the possibility of eliminating our pedagogical concerns

in relation to student learning. ´´ (p. 189).

This approach is geared towards describing and interpreting the foundational

structures of lived experiences, with a focus on recognizing the pedagogical significance

of these experiences. This method provides a systematic and rigorous framework for

analyzing the ethical, relational, and practical aspects of everyday pedagogy, aspects

that are often challenging to uncover through conventional research approaches. In this

context, the method showcases its potential and unique contributions to educational
 27

research, presenting key methodological concepts and essential activities for

investigative practice.

Phenomenology in education aligns with the experiences of members within the

educational community, seeking to comprehend the meaning and significance of these

experiences. This method involves the endorsement of particular procedures and

techniques for gathering, processing, and interpreting information. It's worth

highlighting that the phenomenological approach requires, as an essential prerequisite,

a grasp of the philosophical principles underpinning this theory.

Lantolf, (2012) asserted that the essence of phenomenology lies in its focus on

the phenomenon as it manifests within an individual's consciousness, highlighting "the

significance that this method attributes to the lived world" (p. 168) and its role as the

backdrop that influences their behavior. According to Lightbown, (2021)

phenomenology aims to encompass everything represented in consciousness but places

a priority on what is 'shown,' as individuals can only articulate their experiences.

Consequently, human behavior is defined by their experiences.

3.3 Instruments and Techniques for Data Collection

In this research, an interview was employed as the primary measurement

instrument, and it was developed by the research team to gather the essential data needed

to address the research inquiries. The interview comprises a questionnaire of twelve

open questions. Nine of these questions are intended for the teachers and pertain to

topics such as the challenges in teaching English, recommended strategies, study

methods, and more. The remaining question is directed towards the management team

and focuses on issues related to the adequacy of materials, infrastructure, and the

availability of qualified teaching staff.

In line with Norton, (2000) an interview can be described as "a set of questions

that includes both closed questions with predefined answer choices and open-ended

questions that respondents can answer without the researcher's input." The aim was to
 28

gather information on pertinent aspects for this research, including the approaches

utilized in teaching English in a classroom with high student numbers.

In our research, we utilized two key techniques: in-depth interviews and

observations. According to Pavlenko, (2005) the purpose of the in-depth interview is to

gather information related to the subject of study, recognizing that this information

resides within the life story and experiences of the interviewee. This type of interview

aims to compile the interviewee's personal interpretation of their experiences.

Conversely, the conversational interview seeks to capture the lived meaning of

a specific experience, emphasizing the essence of the experience itself and minimizing

the impact of subjective interpretations.

Additionally, we employed observation, wherein the researcher immerses

themselves in the culture and context of the study subject. Shohamy, (2005) says that

this method allows the researcher to become an integral part of the environment in which

the individual under investigation operates.

3.4 Population

The study's population consists of the Coordinator of the English Immersion

Program, as well as three teachers from the program. These three teachers were selected

to represent both: The Morning Shift and the Afternoon Shift, allowing us to gather their

perspectives on the conditions under which they conduct their English classes.

3.5 Procedures

Considering that this study was carried out under the principles of the qualitative

approach, the research group proceeded to go to the UASD Nagua, to carry out

investigations of the place. In it, permission was requested from the coordinator of the

Program Mr. José García to start with the application of the interviews.

Once, during the designated English class period, we initiated our inquiry by

posing questions that we had formulated based on the coordinator's wealth of

 29

experience. This interview session spanned 40 minutes. Prior to commencing the

interview, we provided clear instructions, after which we furnished the necessary

materials. The coordinator then shared his insights, drawing from his years of

experience both as a professor and as the coordinator of the English Immersion Program.

As for the teachers, we left them with the interviews to complete at their convenience

during their free time. We allocated a separate day to collect these completed interviews.

In the course of this procedure, we meticulously scrutinized the teachers'

responses to discern recurring terms and themes that were consistent across both the

survey answers and classroom observations. Following the data collection phase, we

proceeded to organize and record the findings. We utilized Microsoft Word for

purposes, while we resorted to traditional means—a notebook and pencil—to document

us in-class observations. The observations were conducted discreetly, ensuring a more

comprehensive and accurate understanding of the issues at hand.

 30

CHAPTER IV: FINDINGS

In light of the fact that this study followed a qualitative approach, the research team

analyzed the results based on the input provided by the participants and the observations made

by the research team who were actively participating. Below, you'll find an examination of the

data collected in the interview, which aligns with the standard procedures of this research

methodology.

4.1 Sociocultural factors that Affect the Process of Teaching English as a Foreign

Language.

The English Immersion Program (EIP) at UASD – Nagua is meticulously designed to

foster English language acquisition while recognizing and actively addressing the substantial

impact of sociocultural factors on the teaching process. These factors encompass the pervasive

impact of American culture in the local society, which notably shapes the learning and

acquisition of English, the primary language of focus in the program.

To adapt to this cultural influence, the EIP recognizes the need to develop teaching

techniques and values that account for the sociocultural context. It is essential to consider the

cultural elements and values that shape how English is taught and acquired, making the process

more effective and meaningful for students.

Moreover, the EIP places a strong emphasis on the impact of the social environment

and peer interactions on student motivation. The natural exposure to the English language in

everyday interactions within the program's surroundings creates an environment where

language learning feels more organic and intrinsic to the students' daily lives. Peer interactions,

driven by the fundamental human need for communication, further enhance motivation and

language acquisition within the program.

In order to accommodate the diverse cultural backgrounds of its students, the EIP
 31

utilizes a systematic approach. The program meticulously differentiates between English as a

Foreign Language (EFL) and English as a Second Language (ESL) contexts, recognizing the

unique challenges faced by students learning English as a non-native language. It incorporates

customized teaching methodologies, employs relevant textbooks and materials, and aligns its

curriculum with Student Learning Outcomes (SLOs) specifically focused on language

acquisition.

The program is particularly attuned to the cultural differences that exist between

English and Spanish, recognizing that these disparities can sometimes create barriers for

students. Strategies are developed to help students navigate these cultural distinctions and

facilitate effective language learning.

The EIP is structured into five levels, each designed to address specific SLOs across

various facets of language acquisition, such as listening, reading, vocabulary, and more. These

aspects are thoughtfully integrated into the program's curriculum, ensuring a comprehensive

and balanced approach to language instruction.

In summary, the English Immersion Program at UASD - Nagua considers the intricate

interaction of sociocultural elements, peer relationships, and the diverse cultural backgrounds

as integral components in its strategy for instructing English as a foreign language. By adapting

its methodologies, materials, and curriculum, the program creates an inclusive and culturally

sensitive learning environment, ultimately fostering effective language acquisition for its

students.

4.2 Teaching strategies and materials that have been implemented to address the diverse

cultural backgrounds and language proficiencies.

The English Immersion Program (EIP) at UASD - Nagua has implemented a range of

teaching strategies and materials designed to address the diverse cultural backgrounds and

varying language proficiencies of its students. This summary will provide a comprehensive

overview of how the program manages these elements.

 32

 Teaching Materials for Varying Language Proficiencies:

 EIP employs a tiered system with five different books, each designated for a

specific proficiency level. This approach caters to the diverse range of language

skills among students.

 Teachers, with their expertise, play a crucial role in identifying the individual

proficiency of students and adapting their teaching methods accordingly.

 The core teaching materials consist of textbooks that offer essential grammar

instructions and accompanying workbooks. These resources provide a structured

foundation for language learning, but they are typically supplemented to meet

the specific needs of students.

 In addition to the prescribed textbooks and workbooks, instructors take the

initiative to provide extra materials such as grammar exercises and online

resources, this further enhances the educational journey.

 Managing Teaching Materials:

 Teachers actively engage with the provided materials, diligently navigating

through the curriculum, which is structured into units categorized as A and B.

 However, due to time constraints, instructors often prioritize exercises that are

deemed most beneficial for their students, ensuring that the essential concepts

are covered.

 The management of teaching materials is a dynamic and ongoing process. It

necessitates continuous adaptation to accommodate the progress and

requirements of students at different proficiency levels.

 Teaching Methods to Improve Vocabulary and Grammar:

 The EIP's primary pedagogical approach is rooted in the communicative method.

 33

This method places students at the center of attention, encouraging effective

interaction and communication.

 Encouraging peer interaction is a vital aspect of the communicative method,

enabling students to feel more comfortable when speaking and participating in

class activities.

 To enhance students' vocabulary, instructors provide supplemental exercises and

vocabulary-based games designed to enrich their word knowledge and usage.

 Grammar improvement is facilitated through pre-teaching. Teachers provide

students with grammar materials in advance, allowing them to become

acquainted with the content before the actual class, enhancing understanding and

retention.

 The overall goal is to create an engaging and dynamic learning environment that

combines effective teaching methods with supplementary materials. This

approach effectively motivates students to improve their English vocabulary and

grammar.

The English Immersion Program at UASD - Nagua thoughtfully addresses the diverse

cultural backgrounds and language proficiencies of its students through a combination of

tailored teaching materials, attentive management, and the application of effective teaching

methods. This multifaceted approach ensures that students from various backgrounds and skill

levels have access to a well-rounded and engaging English language learning experience.

4.3 Methodology of the educators to integrate cultural awareness into their

pedagogical approaches way.

The English Immersion Program (EIP) at UASD - Nagua employs a comprehensive

methodology that effectively integrates cultural awareness into their pedagogical approaches

while addressing various factors influencing the teaching and learning of English as a foreign

language.
 34

 Factors Considered When Teaching English:

 EIP educators recognize the significance of social and cultural backgrounds when

teaching English. They start by grounding English instruction in students' familiar social

contexts to facilitate understanding and relevance.

 While acknowledging that most students have not visited English-speaking countries,

instructors adapt their teaching to students' local cultural contexts, ensuring that

language learning is accessible and relatable.

 Building upon students' prior knowledge is a crucial factor in their pedagogy. Many

students already have some exposure to English through music, movies, and other

media. Educators leverage this existing knowledge to establish a bridge between the

familiar and the new, facilitating the language acquisition process.

 Factors Affecting the Teaching of English as a Foreign Language:

 In addition to cultural considerations, economic factors are recognized as influential in

English language instruction, as language learning often plays a pivotal role in

enhancing employability and career opportunities.

 The challenge of students reluctant to abandon their native language's cultural aspects

during the English learning process is acknowledged. To address this, a community-

based approach is favored, involving peer interactions that help mitigate resistance to

cultural change and promote effective language acquisition.

 Challenging Aspects of Teaching English as a Foreign Language:

 Educators identify several challenges, including helping shy students overcome their

inhibitions and building self-confidence to engage in the learning process effectively.

 Teaching students how to learn is a priority, as traditional educational systems often do

not emphasize self-directed learning. This requires guiding students in understanding

their responsibilities for their own learning.

 The development of research and information retrieval skills is essential since many
 35

students are accustomed to passive learning and need support in becoming independent

learners.

 Cultural and societal expectations also impact students' learning styles. They may be

unaccustomed to taking charge of their education, necessitating support in developing

these skills.

As a summary English Immersion Program at UASD - Nagua adopts a multifaceted

approach to integrate cultural awareness into their pedagogical methods. This approach takes

into account the cultural and social backgrounds of students, economic factors influencing

language learning, and the challenges students face. By considering these factors and promoting

self-directed learning, the program aims to create a culturally sensitive and effective

environment for language acquisition, enhancing students' proficiency in English.

4.4 Socioculture factors that influence the English Language Teaching Process.

The English teachers in the English Immersion Program (EIP) at UASD - Nagua play a

crucial role in examining the sociocultural factors that influence the English Language Teaching

Process. Their responses to questions 10, 11, and 12 shed light on how they evaluate student

learning, employ activities to enhance English performance, and reflect on their experiences

applying strategies and materials in the classroom.

Evaluating the Student's Learning Process:

 Evaluation is an ongoing and integral aspect of the EIP. It involves daily assessments,

progress monitoring, and continuous evaluation in exercises, practices, and tasks.

 The emphasis is placed on constant feedback to gauge where each student stands in their

language acquisition journey.

 The EIP recognizes the importance of real-time, everyday evaluations to provide a

thorough understanding of student progress.

Activities to Enhance English Performance:

 The EIP employs a methodology focused on student interaction, where they work in
 36

pairs or groups to enhance their ability to express themselves in English.

 Various activities, including games and competitions, are designed to foster healthy

competition and encourage students to express their ideas and communicate effectively.

 The program utilizes a range of strategies and activities crafted to maximize language

production during class hours.

Feelings When Applying Strategies and Materials:

 The teachers' feelings when applying strategies and materials can vary depending on the

situation. It can range from frustration, especially in the initial stages, to a sense of

accomplishment as students make progress.

 The teachers emphasize that their feelings are intertwined with the results of the

activities and the delivery of the lesson. The dynamic nature of the classroom often

influences how they feel during teaching.

 Adaptability is key, as teachers may need to adjust their approach based on the specific

needs and challenges of individual students. Lesson planning is tailored to address these

unique requirements.

The English teachers in the EIP recognize the significant role of sociocultural factors in the

English Language Teaching Process. They employ ongoing evaluation, interactive activities,

and adaptable strategies to create an effective and engaging learning environment, ensuring that

students can enhance their English performance while addressing various challenges and

emotions that arise during teaching.

4.5 Summary.

The English Immersion Program at UASD - Nagua adopts a holistic approach to teaching

English as a foreign language, taking into account sociocultural factors, diverse student

backgrounds, and effective teaching strategies. The program emphasizes the importance of

grounding English instruction in students' social and cultural contexts, utilizing students' prior

knowledge, and addressing challenges related to shyness and self-directed learning.

Adaptability and continuous evaluation are key components of the program, allowing teachers
 37

to create an immersive language learning environment where students can enhance their English

language skills through interactive activities and a student-centered approach. In general, the

program's teaching approach aims to enable students to achieve proficiency in English, all the

while acknowledging and respecting their diverse backgrounds and sociocultural influences.
 38

CONCLUSIONS AND SUGGESTIONS

Concluding Remarks

The responses to the questions posed to educators in the English Immersion Program (EIP)

at UASD - Nagua shed light on various aspects of teaching English as a foreign language,

considering sociocultural influences, teaching strategies, materials, challenges, and evaluation.

These conclusions provide valuable insights into the program's methodology and the broader

landscape of language instruction:

1. Sociocultural Factors Influence Language Learning:

 Sociocultural factors, including students' social and cultural backgrounds, play

a pivotal role in language learning. Educators recognize the importance of

grounding English instruction in students' familiar contexts to enhance

relevance.

2. Adaptability Is Key:

 The program places a strong emphasis on adaptability, acknowledging that

students come with diverse cultural backgrounds and language proficiencies.

3. Use of Multifaceted Teaching Materials:

 The EIP employs a tiered system with different books designated for various

proficiency levels. Educators supplement these materials with additional

resources, offering a comprehensive learning experience.

4. Focus on Effective Communication:

 A communicative approach is central to the program's methodology. This

approach prioritizes effective communication and interaction among students,

emphasizing their role in the learning process.

5. Challenges in Language Learning:

 Language instructors face challenges, such as helping shy students overcome

inhibitions and teaching students how to learn effectively. The program seeks to
 39

guide students in understanding their responsibilities for their own learning.

6. Continuous Evaluation and Student-Centered Learning:

 Continuous evaluation is integrated into the program, with ongoing assessments

and progress monitoring. This real-time feedback is crucial for understanding

where each student stands in their language learning journey.

 The program fosters a student-centered learning environment by actively

engaging students in pairs or groups and encouraging participation, self-

expression, and language production.

7. Emotions and Adaptability:

 Educators experience a range of emotions when applying teaching strategies and

materials. They highlight the importance of adaptability, recognizing the need to

adjust their approaches based on students' unique needs and challenges.

8. Immersion and Reduced Interference:

• The program establishes an immersive language learning environment, immersing

students in the target language for a dedicated period. By adopting an immersion

approach, the program minimizes the impact of students' native languages and

encourages sustained language practice.

The English Immersion Program at UASD – Nagua embodies an integrated and flexible

approach to teaching English as a foreign language. It acknowledges the impact of sociocultural

factors, embraces adaptability, emphasizes student-centered learning, and recognizes the

significance of continuous evaluation. By considering these elements, the program aims to

create an effective and culturally sensitive language learning experience that empowers students

to become proficient English speakers.

 40

Suggestions.

For English Teachers in the EIP:

1. Embrace Cultural Awareness: Continue to integrate sociocultural factors into your

teaching methodologies. Empower students by connecting language learning to their own

social and cultural backgrounds.

2. Enhance Adaptability: Emphasize flexibility in your teaching approaches, recognizing

the diverse backgrounds and language proficiencies of your students. Tailor your methods

to address individual needs effectively.

3. Maximize Interactive Learning: Maintain a focus on interactive learning, encouraging

students to work in pairs or groups. This approach fosters effective communication and

self-expression.

4. Foster Self-Directed Learning: Continue guiding students on how to learn effectively.

Encourage them to take charge of their education, promoting independence in the

language learning process.

5. Reflect and Adapt: As you experience a range of emotions when applying teaching

strategies, leverage these experiences to adapt and improve your methods. Share insights

and best practices with your colleagues.

For the Coordinator of the EIP:

1. Promote Professional Development: Invest in ongoing professional development

opportunities for teachers. This can include training in culturally sensitive teaching,

adaptive strategies, and methods for overcoming student challenges.

2. Curriculum Enhancement: Regularly review and update the curriculum, taking into

account the evolving needs of students and the sociocultural landscape. Ensure that the

materials and resources used remain relevant and engaging.

3. Feedback Mechanisms: Implement robust feedback mechanisms to gather insights from

both teachers and students. Utilize this feedback to consistently refine the program's
 41

methods and materials.

For the MESCYT:

1. Support Teacher Training: Allocate resources for teacher training programs specifically

geared toward teaching English as a foreign language. Ensure that educators are equipped

with the latest pedagogical approaches and tools in this field.

2. Cultural Sensitivity: Promote the importance of cultural sensitivity and awareness in

language instruction. Encourage educational institutions to integrate sociocultural factors

into language teaching methodologies.

3. Invest in Language Resources: Allocate resources for the development and procurement

of high-quality language learning materials, including adaptable textbooks, digital

resources, and support for self-directed learning.

4. Research and Best Practices: Support research initiatives that investigate the most

effective approaches to teaching English as a foreign language in the Dominican Republic.

Encourage the sharing of best practices across institutions.

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REFERENCES

Bachman, L. (2010). Language assesment in practice. Oxford University Press.

Bandura, A. (2020). Social Cognitive Framework: A Perspective Emphasizing Agency. Psychology:

The Journal of the Hellenic Psychological Society.

Brown, H. (1994). Teaching by principles: An interactive approach to language pedadogy. Prentice

Hall Regents.

Bryam M. & Risager, K. (1999). Language Teachers, Politics, and Cultures. Multilingual Matters.

Canagarajah, S. (2012). Translingual Practice: Global Englishes and Cosmopolitan Relations.

Taylor & Francis Group.

Cerda, H. (2011). Los elementos de la investigación: ¿cómo reconocerlos, diseñarlos y

construirlos? Editorial Magisterio.

Cook, V. (2008). Second Language Acquisition and Language Instruction (4th ed.). Hodder

Education..

Crystal, D. (2003). English as a Worldwide Language (2nd ed.). Cambridge University Press..

Ellis, R. (2003). Task-Oriented Language Learning and Instruction. Oxford University Press.

Freeman, D. (2014). Essential Linguistics: What Educators Must Grasp for Teaching ESL,

Reading, Spelling, and Grammar. Heinemann.

Gass, S. (2007). Gathering Data for Second and Foreign Language Research. Routledge.

Gibson, M. (1991). Minority Status and Schooling: A comparative Study of Inmigrant and

Involutary Minorities (Vol. 7). International Education.

Hall, G. (2017). Exploring English Languauge Teaching: Language in Action. Taylor & Francis

Group.

Hernandez-Sampieri. (2006). Metodología de la investigación. McGraw-Hill.

Hinkel, E. (2016). Handbook of research in second language, Teaching and Learning. Routledge.

Krashen, S. (1982). Principles and practices in second language acquisition. Pergamon Press.

Lantolf, J. (2012). Sociocultural Theory and the Genesis of Second Language Development. Oxford

University Press.
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Lightbown, P. &. (2021). How Languages are learned. Oxford University Press.

MESCYT. (2005). Programa de Ingles de Inmersión para la Competitividad. MESCYT:

https://mescyt.gob.do/programas/ingles-de-inmersion/

Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and educational change.

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Pavlenko, A. (2005). Emotions and Multilingualism. Cambridge University Press.

Shohamy, E. (2005). Language Policy, Hidden Agendas and New Approaches. Routledge.

UASD. (2010). UASD. https://uasd.edu.do/uasd-nagua/

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APPENDICES

Universidad Autónoma de Santo Domingo (UASD)

Primada de América
Fundada el 28 de Octubre de 1538
Facultad de Humanidades
Escuela de Idiomas

Interview about the sociocultural factors that affect the

process of English teaching in the EIP at UASD Nagua

This Interview focuses on the sociocultural factors that influence

English teaching in the immersion program at UASD Nagua. We will
explore how culture and society impact English acquisition in this
context. We invite teachers and other stakeholders to share their
perspectives to enhance educational quality. Your contributions are
essential for understanding and improving English teaching at UASD
Nagua.

Important Note: The data collected on this interview is completely

confidential and will not be released or used for any other purpose.
Kindly respond to the subsequent questions based on your best
judgment, and thank you in advance for your assistance.

Thanks for your cooperation.

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1- How can sociocultural factors influence the teaching process in

the English Immersion Program?

2- How do the social environment and peer interactions impact the

motivation in UASD - Nagua's English Immersion Program
students?

3- What strategies are commonly used in the EIP (English

Immersion Program) to address the diverse cultural backgrounds
of students?

4- What teaching materials are typically employed in the EIP

(English Immersion Program) to address varying language
proficiencies among students?

5- How do you handle or manage the materials of English

Immersion Program?

6- Which teaching methods do you use to motivate your students to

improve their English vocabulary and grammar?

7- What elements do you consider when instructing English to your

students?

8- What are the most influential factors that shape the teaching of
English as a foreign language?

9- What aspects of teaching English as a foreign language do you find

most challenging?

10-As teachers, how do you evaluate the student’s learning process?

11-As English teachers, what activities do you employ to help

students enhance their English performance?

12-As English teachers, how do you feel when you apply the strategies
and materials with your students?
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