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Long-term English language learners'...

Pendleton, Veronica.

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Long-term English language learners' experiences through an assets lens: A phenomenological study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Long-term English language learners' experiences through an assets lens: A phenomenological study./
作者:	Pendleton, Veronica.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256610
ISBN:	9781369562378

Long-term English language learners' experiences through an assets lens: A phenomenological study.
Pendleton, Veronica.

Long-term English language learners' experiences through an assets lens: A phenomenological study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 178 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--University of La Verne, 2017.

Purpose. The purpose of this study was to understand and, using an assets lens, systematically describe the essence of the experiences of long-term English learners when acquiring proficiency in English.

ISBN: 9781369562378Subjects--Topical Terms:

516208
English as a second language.

Long-term English language learners' experiences through an assets lens: A phenomenological study.
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100 1 $a Pendleton, Veronica. $3 3343801
245 1 0 $a Long-term English language learners' experiences through an assets lens: A phenomenological study.
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300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Shari L. Fox.
502 $a Thesis (Ed.D.)--University of La Verne, 2017.
520 $a Purpose. The purpose of this study was to understand and, using an assets lens, systematically describe the essence of the experiences of long-term English learners when acquiring proficiency in English.
520 $a Methodology. A phenomenological design was used to explore the experiences of long-term English learners when acquiring proficiency in English. The researcher interviewed a purposeful sampling of 5 adults who identified themselves to be long-term English learners as students. Patton's (2002) steps in phenomenological analysis including epoche, phenomenological reduction, bracketing, textural portrayal, and structural synthesis were used to analyze the data. Lincoln and Guba's (1985) process for validity and reliability were utilized to establish alternative constructs of credibility, transferability, dependability, and confirmability. Findings. Fifteen formulated meanings were constructed from the significant statements, and 5 themes emerged. The 5 themes were explained and supported with the significant statements from the interviews. Finally, the essence of the experiences of long-term English learners when acquiring proficiency in English was described.
520 $a Conclusions. The results of the study support the key themes associated with critical developmental assets that impacted the acquisition of English of LTELs. The key themes included family communication preferences and challenges, parental involvement in helping youth succeed in school, experiencing high expectations, developing achievement motivation, and engaging in learning. The findings of this phenomenological study offer districts support to implement programs that empower parents how to become effective advocates in their children's education.
520 $a Recommendations. This study was conducted with adults who identified themselves as LTELs. Further phenomenological research could be conducted to research the types and levels of parental involvement and the effects parental involvement has on the assets of achievement motivation and learning engagement. Additionally, a study could identify if Hispanic parents view their parental responsibilities and participation in the schooling of their children differently from mainstream America. Finally, future research could survey the developmental assets of ELs in middle school. As students become reclassified in middle school, research would identify the combination of assets in those students reclassified as compared with students who did not meet reclassification criteria within the same year.
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