Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1149096608.pdf (3.1 MB)

ETD Abstract Container

Abstract Header

Linguistic and social capitals: U.S. immigrant limited English proficient high school students' use of English as a second language and social interactivity

Kim, Ye-Kyoung
http://rave.ohiolink.edu/etdc/view?acc_num=osu1149096608

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This study investigates the effectiveness of teaching U.S. immigrant Limited English Proficient (LEP) students in one district in Ohio. It studies the educational programs and instructional approaches related to linguistic development and academic achievement of LEP students. The study hypothesizes the effect of programmatic, interceptive social interactions both at an instructional and peer level in a school setting on the LEP students’ learning, strategies, engagement, behaviors, motivation, and attitudes during their transition into the mainstream classroom and into society. The data help to understand the learning conditions, characteristics, and outcomes of the U.S. immigrant LEP students who entered one school district as a middle or high school student, and were at the final stages of their education and training in a high school setting. A sample of 103 voluntary 11th and 12th grade LEP English-as-a-Second- Language (ESL) students (immigrants, n=38, refugees, n=59, and temporary residents, n=6) in nine high schools in the district participated in the study by completing the three questionnaires. Validity of the instruments was established by expert opinions from colleagues in the state and district school, while reliability was assessed based on a pilot study. Measures were descriptive statistics and t-test statistics. The results of the data analyses showed that the district’s LEP ESL high school students tended to have better proficiency in oral language (i.e., listening and speaking) than in reading and writing. In particular, ESL teachers were identified as “the best English helpers,” indicating a lack of systematic school support of LEP students from mainstream teachers, American peers, or ESL peers. The results showed that the LEP ESL high school students’ social interaction was either self- or family-oriented, where they were more likely to use their home language and to receive little linguistic and academic assistance. Overall, the findings indicated that there was no statistically significant mean difference among the student comparison groups in the measures of self-reported English proficiency and social interactivity in a school setting. The research findings support the argument that the ESL students did not achieve the level of English proficiency that appropriately supports their academic content learning at grade level.
Charles Hancock (Advisor)
285 p.
Education, Language and Literature
Linguistic capital; Social capital; Limited English Proficient (LEP) students; English as a Second Language (ESL); U.S. Immigrants; Use of English as a Second Language; Social Interactivity;

Recommended Citations

Citations

  • Kim, Y.-K. (2006). Linguistic and social capitals: U.S. immigrant limited English proficient high school students' use of English as a second language and social interactivity [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1149096608

    APA Style (7th edition)

  • Kim, Ye-Kyoung. Linguistic and social capitals: U.S. immigrant limited English proficient high school students' use of English as a second language and social interactivity. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1149096608.

    MLA Style (8th edition)

  • Kim, Ye-Kyoung. "Linguistic and social capitals: U.S. immigrant limited English proficient high school students' use of English as a second language and social interactivity." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1149096608

    Chicago Manual of Style (17th edition)

osu1149096608
1,963
© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.