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Language diversity in college compos...

Rompogren, Darlene K.

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Language diversity in college composition courses: Multilingual students in English composition at Tacoma Community College.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language diversity in college composition courses: Multilingual students in English composition at Tacoma Community College./
作者:	Rompogren, Darlene K.
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3514.
Contained By:	Dissertation Abstracts International71-10A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421982
ISBN:	9781124228938

Language diversity in college composition courses: Multilingual students in English composition at Tacoma Community College.
Rompogren, Darlene K.

Language diversity in college composition courses: Multilingual students in English composition at Tacoma Community College. - 228 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3514.

Thesis (Ph.D.)--University of Washington, 2010.

This study was performed in order to gain a deeper understanding of the experience of nonnative English speaking students in college composition courses, including residents (citizens, refugees, and immigrants) and international students. The design of the study is largely qualitative, but it also includes quantitative data on success rates of students completing EAP (English for Academic Purposes) and transitioning into mainstream English (composition) and reading classes. This study examines the experiences of immigrant and international students at Tacoma Community College (TCC) as they leave EAP and enter mainstream courses in developmental English and English composition. The goal of this study is to identify pedagogical implications and inform college policy related to placement, progression, and types of classes offered to English language learners.

ISBN: 9781124228938Subjects--Topical Terms:

1018008
Education, Community College.

Language diversity in college composition courses: Multilingual students in English composition at Tacoma Community College.
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500 $a Adviser: Gail Stygall.
502 $a Thesis (Ph.D.)--University of Washington, 2010.
520 $a This study was performed in order to gain a deeper understanding of the experience of nonnative English speaking students in college composition courses, including residents (citizens, refugees, and immigrants) and international students. The design of the study is largely qualitative, but it also includes quantitative data on success rates of students completing EAP (English for Academic Purposes) and transitioning into mainstream English (composition) and reading classes. This study examines the experiences of immigrant and international students at Tacoma Community College (TCC) as they leave EAP and enter mainstream courses in developmental English and English composition. The goal of this study is to identify pedagogical implications and inform college policy related to placement, progression, and types of classes offered to English language learners.
520 $a The research for this study took place over a two-year period and consisted of two stages. The first stage, which entailed collecting data on grades earned by students who had transitioned from EAP to English and reading classes, took place during the 2007--2008 academic year. The second stage, the qualitative study, took place from Fall Quarter 2008 to Fall Quarter 2009, and involved in-depth interviews with eight students (four residents and four international students) and four instructors. From the interviews, five themes were identified, with the students' and the instructors' views revealing different orientations and areas of importance. These themes included difficulties for English language learners in composition classes, placement and progression issues, perception of fairness or unfairness, issues related to course content, and relating with native English speakers.
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