Document Type
Dissertation
Degree
Doctor of Education (EdD)
Major/Program
Higher Education
First Advisor's Name
Janice Sandiford
First Advisor's Committee Title
Committee Chair
Second Advisor's Name
Patricia Killian
Third Advisor's Name
Lorriane Gay
Date of Defense
8-5-1996
Abstract
This case study follows eleven non-English speaking students as they adapt to community college, content courses. The three classes examined are required freshman classes--Humanities, Social Environment, and Individual in Transition. In order to cope with the demands of these classes, students must penetrate the academic discourse community and have effective relationships with their instructors and their peers. The results of the study are based on interviews with eleven non-native speaking (NNS) students and their instructors and on an analysis of student writing assignments, course syllabi, and exams. Three general areas are examined: (a) students' first-language (L1) education, (b) the requirements of their content classes, and (c) the affective factors which influence their adaptation process.
The case of these students reveals that: 1. Students draw on their L1 education, especially in terms of content, as they cope with the demands of these content classes. 2. In some areas L1 educational experiences interfere with students' ability to adapt. 3. The content classes require students to have well developed reading, writing, oral, and aural skills. 4. Students must use higher level cognitive skills to be successful in content classes. 5. Affective factors play a role in students' success in content classes. The discussion section includes possible implications of this data for college level English as a Second Language courses.
Identifier
FI14050460
Recommended Citation
Benz, Cheryl, "Entering an academic discourse community: A case study of the coping strategies of eleven english as a second language students" (1996). FIU Electronic Theses and Dissertations. 1610.
https://digitalcommons.fiu.edu/etd/1610
Included in
Community College Leadership Commons, First and Second Language Acquisition Commons, Higher Education Commons
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