The Linguistic Experiences of Long-Term English Language Learners in One Rural Community

Autor/in	Muro Hill, Elsa S.
Titel	The Linguistic Experiences of Long-Term English Language Learners in One Rural Community
Quelle	(2019), (90 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas Wesleyan University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-9477-5
Schlagwörter	Hochschulschrift; Dissertation; English Language Learners; Rural Population; Second Language Learning; Learning Theories; Student Experience; Hispanic American Students; Spanish Speaking; Rural Areas; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Landbevölkerung; Zweitsprachenerwerb; Learning theory; Lerntheorie; Studienerfahrung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rural area; Ländlicher Raum
Abstract	In this study, the researcher was concerned with understanding the linguistic experiences of Hispanic long-term English language learners (LTEL) in a rural community. The increase in second language learners continues to increase as well as the quantity of students enrolled in a language program for over 7 years (Freeman, Freeman, & Mercuri, 2002). Although there is not an exact number of LTELs in Texas, districts can create their own systems to keep track of these students. So, what were the linguistic experiences of LTELs, and more specifically, to what degree were second language acquisition (SLA), general learning theories (behaviorism, cognitivism, and constructivism), and stages of SLA principles experienced by students classified as LTELs? The five native-Spanish speaking participants in the current study recounted their experiences linguistically, academically, socially, and emotionally through the use of individual interviews and focus groups. Overall their experience was positive, but the researcher found that native linguistic practice at home was important and the participants viewed the linguistic assessment negatively. Implications for this current study included, but were not limited to, school districts so that they could do the following: (a) keep track of every English language learner and their progress from year to year, (b) help individualize the learners' success of the second language, (c) ensure the implementation of the English language proficiency standards, and (d) use strategies for the diverse learners who are learning the English language. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01