This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The purpose of the study was to gain a deeper understanding of the driving forces of Adult Basic Education English language learners who had successfully transitioned from a non-credit Adult Basic Education program to community college degree programs. The study was guided by an overall question: What is the experience like for ABE ESL students who transition to community college degree programs? Two sub-questions helped build the evidence of the study: (a) How do ABE ESL transfer students perceive differences and similarities in academic cultures between an ABE ESL program and a community college? and (b) What do ABE-ESL transfer students say about what kinds of support and which services contributed to their successful transition? The data collection for this study included focus group and in-depth individual interviews. The result of this study suggested that Adult Basic Education English language learners' transition to community college degree programs were more successful when the students felt a sense of caring through supporting services.
|Commitee:||Barone, Diane, O'Reilly, Kim, Oikonomidoy, Eleni, Robinson, Michael|
|School:||University of Nevada, Reno|
|Department:||Curriculum and Instruction|
|School Location:||United States -- Nevada|
|Source:||DAI-A 73/10(E), Dissertation Abstracts International|
|Subjects:||Community college education, English as a Second Language, Adult education|
|Keywords:||Adult English learners, Adult basic education, Ethic of care, Transitions|
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