東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Caught in the middle: Generation 1.5...

Oudenhoven, Elizabeth D.

FindBook

Google Book

Amazon

博客來

Caught in the middle: Generation 1.5 Latino students and English language learning at a community college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Caught in the middle: Generation 1.5 Latino students and English language learning at a community college./
作者:	Oudenhoven, Elizabeth D.
面頁冊數:	356 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1199.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3212980
ISBN:	9780542630385

Caught in the middle: Generation 1.5 Latino students and English language learning at a community college.
Oudenhoven, Elizabeth D.

Caught in the middle: Generation 1.5 Latino students and English language learning at a community college. - 356 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1199.

Thesis (Ph.D.)--Loyola University Chicago, 2006.

The purpose of this study was to learn more about the experiences of Generation 1.5 Latino students and their faculty in academic ESL and developmental English classes at a community college. This single-site case study explored the efforts of U.S. educated immigrant students to learn academic English at a community college which did not mandate a particular path of instruction for second language students.

ISBN: 9780542630385Subjects--Topical Terms:

1018008
Education, Community College.

Caught in the middle: Generation 1.5 Latino students and English language learning at a community college.
LDR:03293nmm 2200325 4500 001 1822609
005 20061129144542.5
008 130610s2006 eng d
020 $a 9780542630385
035 $a (UnM)AAI3212980
035 $a AAI3212980
040 $a UnM $c UnM
100 1 $a Oudenhoven, Elizabeth D. $3 1911746
245 1 0 $a Caught in the middle: Generation 1.5 Latino students and English language learning at a community college.
300 $a 356 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1199.
500 $a Adviser: Terry E. Williams.
502 $a Thesis (Ph.D.)--Loyola University Chicago, 2006.
520 $a The purpose of this study was to learn more about the experiences of Generation 1.5 Latino students and their faculty in academic ESL and developmental English classes at a community college. This single-site case study explored the efforts of U.S. educated immigrant students to learn academic English at a community college which did not mandate a particular path of instruction for second language students.
520 $a The students who participated in this study immigrated to the United States as adolescents, spoke Spanish as their first language, graduated from U.S. high schools and initially enrolled in either academic ESL or developmental English classes at a community college. Nine students participated in the study; five in academic ESL classes and four in developmental English classes. Participants also included two ESL faculty and two developmental English faculty. This qualitative study employed a three interview protocol, classroom observations and document review. Interviews and classroom observations were conducted at the beginning, middle and end of the fall semester.
520 $a Six major conclusions emerged. The first conclusion is that Generation 1.5 Latino students want to be able to choose whether to enroll in ESL or developmental classes, and most prefer to be in developmental classes with native speakers. Second, there are significant differences between academic ESL and developmental classes, which could argue for placing students in ESL classes. Third, despite their competence in expressing themselves in English, all of the students worried about their verbal skills. While reading and writing in English presented challenges, they were primarily concerned about speaking, especially in front of native speakers.
520 $a Fourth, despite their high levels of motivation, time on task was a critical issue for many of these students, in large part because many were working a significant amount outside of school. Fifth, students desired more one-on-one assistance from their faculty and tended not to seek help from others. Finally, students continued to embrace their Latino identities and relied almost completely on Latino staff for out of class assistance and other Latino students for support. The study concludes with recommendations for faculty, students and community colleges.
590 $a School code: 0112.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0275
690 $a 0282
690 $a 0279
710 2 0 $a Loyola University Chicago. $3 1020295
773 0 $t Dissertation Abstracts International $g 67-04A.
790 1 0 $a Williams, Terry E., $e advisor
790 $a 0112
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3212980