Each year hundreds of foreign-born and other non-native English speakers (NNS) enroll in U.S. public community colleges. More than 40% of these applicants do not pass the entrance exams and are then directed to take a series of noncredit courses before entering the mainstream freshmen composition. The word mainstream refers to the regularly credited courses that one takes to earn credits towards one’s certificate or degree program. There are studies comparing the non-native speakers (NNS) to native English speakers (NNS) in the freshmen composition class. Other studies examine the mainstream writing class from the NNS student writer’s point of view. However, there is no literature that discusses the placement of the NNS student in the developmental course from the perspectives of the NNS student, the developmental writing instructor, and the administrator. By interviewing NNS students in the developmental writing class, community college staff, faculty, and administrators who interact with these students, we gain multiple perspectives about the placement of this population in the developmental writing class. The results of this study inform community college educators that some NNS students in developmental writing courses may have detoured from the mainstream path with little regard for some of their cognitive, affective, or linguistic needs.
|Advisor:||Ward, Jason K.|
|Commitee:||Bruch, Elizabeth, Worth, Benjamin J.|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/11(E), Dissertation Abstracts International|
|Subjects:||Community college education, English as a Second Language, Adult education|
|Keywords:||Community college, Developmental writing, English as a second language, Non-native English speakers, Teacher beliefs|
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