Publication Date
2018
Document Type
Dissertation/Thesis
First Advisor
Johnson, Laura R.
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Counseling and Higher Education (CAHE)
Abstract
This qualitative study elicited and examined the narratives of 15 adult immigrants
learning English in a grant-funded program. The purpose of the study was to listen to student
voices to understand persistence and investment from the perspectives of the students. The study
utilized a process called reciprocal ethnography whereby participants analyzed their journeys
with the researcher to determine what factors in their life histories, experiences, and identities
had led them to invest sufficiently in English as a Second Language (ESL) programs in order to
reach levels of achievement that would allow them to transition into post secondary and career
certificate programs. The findings of the study challenge the notion that successful adults would
be those with privileged backgrounds including extensive academic experience, status, and
support networks. The success of this diverse group of participants questions the vision and
expectations of adult ESL programs of the potential students who may successfully make these
transitions and encourages programs to look beyond the more traditional factors that have been
utilized to predict student success.
The narratives of participants focused on barriers including environmental, situational,
cultural, and emotional challenges, and the ability to overcome these challenges was determined
by participants as instrumental to their success. Findings indicated that identity and power of the
learner is influenced by the social environment and that successful learners are those individuals
who have found ways to negotiate these often-inequitable structures. Participants had to
challenge the concept of others who concluded that their language skills, or interpretations of
them, defined their intelligence or their sense of worth in the community. These individuals had
to pursue their goals while being largely ignored or marginalized in their interactions with others.
Findings indicated a number of factors that supported participant investment in language
socialization and transition. These supports included turning points in their lives that required
increased expertise, mentors, and academic environments that acted as “sanctuaries” that helped
to counteract experiences and barriers in their social environments. These supports proved
critical in the ability of participants to maintain investment in their academic language
socialization.
(Keywords: Identity, investment, language socialization, adult ESL, transition)
Recommended Citation
Stribling, Colleen Collins, "English Language investment: A Qualitative Study on Transitioning Adult Language Learners to Postsecondary and Career Certificate Programs" (2018). Graduate Research Theses & Dissertations. 7705.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7705
Extent
283 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text