High school English learners and college-going : three stories of success


High school English learners and college-going : three stories of success

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dc.contributor.advisor Callahan, Rebecca M.
dc.creator Moon, Daniel Louis
dc.date.accessioned 2011-07-08T16:41:43Z
dc.date.available 2011-07-08T16:41:43Z
dc.date.created 2011-05
dc.date.issued 2011-07-08
dc.date.submitted May 2011
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2011-05-3596
dc.description.abstract Recent research suggests that the college-going trajectories of English language learners (ELLs) may be improved by focusing on their academic abilities rather than their English limitations; that ELLs are capable of high-track, college preparatory coursework. Most research draws on feedback or observations of current high school students. This qualitative study uses semi-structured interviews to elicit retrospective perspectives of three Latina college students placed in English as a second language (ESL) during high school. These three former ELLs were able to navigate from ESL courses to higher-track, advanced placement (AP) courses, which prepared them for college. Results suggest that relatively short times spent in ESL may positively influence ELLs’ access to college preparatory coursework and integration with native English speaking (NES) peers who possess college-going social capital. Results also suggest that ELLs’ perceptions of teachers’ high expectations and college-going assistance may provide important social capital facilitating ELLs’ access to higher-tracks and college.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject English language learners
dc.subject High school
dc.subject Secondary education
dc.subject College preparation
dc.subject Matriculation
dc.subject College access
dc.subject Teacher-student relationships
dc.subject ESL
dc.subject English as a second language
dc.subject Lau v. Nichols
dc.subject AP courses
dc.subject Advanced placement courses
dc.subject Hispanic Americans
dc.subject Spanish speakers
dc.subject English speakers
dc.subject Second language acquisition
dc.title High school English learners and college-going : three stories of success
dc.date.updated 2011-07-08T16:41:48Z
dc.identifier.slug 2152/ETD-UT-2011-05-3596
dc.contributor.committeeMember Sardegna, Veronica G.
dc.description.department Foreign Language Education
dc.type.genre thesis
dc.type.material text
thesis.degree.department Foreign Language Education
thesis.degree.discipline Foreign Language Education
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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