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

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    MOON-THESIS.pdf (441.3Kb)
    Date
    2011-05
    Author
    Moon, Daniel Louis
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    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.
    Department
    Foreign Language Education
    Description
    text
    Subject
    English language learners
    High school
    Secondary education
    College preparation
    Matriculation
    College access
    Teacher-student relationships
    ESL
    English as a second language
    Lau v. Nichols
    AP courses
    Advanced placement courses
    Hispanic Americans
    Spanish speakers
    English speakers
    Second language acquisition
    URI
    http://hdl.handle.net/2152/ETD-UT-2011-05-3596
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    • facebook
    • twitter
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    • youtube
    • CONTACT US
    • MAPS & DIRECTIONS
    • JOB OPPORTUNITIES
    • UT Austin Home
    • Emergency Information
    • Site Policies
    • Web Accessibility Policy
    • Web Privacy Policy
    • Adobe Reader
    Subscribe to our NewsletterGive to the Libraries

    © The University of Texas at Austin