Although Spanish and English are the official languages in Puerto Rico since 1902, and English has been taught in public schools since then, only 21% of the Puerto Rican population consider themselves proficient English speakers. Numerous researchers have addressed the challenges that teaching English faces on the island. Recently, research has found how Puerto Ricans' attitudes towards English vary depending on the context in which they are speaking, and to whom they speak. Others have stated that a change in Puerto Ricans’ English language ideologies might be taking place. Nonetheless, due to the complex social, political, and cultural meanings English has carried throughout Puerto Rican history, there is a need for a deeper understanding of the relationship between language and identity. Therefore, this project explores how this relationship between language and identity is expressed in an English classroom, and the role it plays in the students’ English acquisition process. This research uses theories and methodologies pertaining to linguistic anthropology, and focuses on 6th and 7th grade students. The methodology consists of three phases: observation of the students during English class, evaluation of the students’ English writing proficiency, and focus group sessions. By comparing each student’s English language ideologies with their English proficiency and performance in class, I will study if there is a connection between their language ideologies and their commitment to learning the language. Finally, I will be able to inquire about the role that the link between language and identity plays in Puerto Rican students’ English acquisition process.

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