The purpose of this qualitative research study is to discover whether English Language Learners' (ELLs'), English as a Second Language (ESL) students', and First Generation College Students' (FGCSs') participation in College of the Sequoias' writing center encouraged or yielded students' personal and professional involvement. The purpose of this study is to encourage faculty, staff, ESLs/ELLs/FGCSs, and community stakeholders to enroll in the services offered at the college discipline's writing center. More specifically the research questions for this study are as follows:
According to student and staff members, is the writing center at College of the Sequoias maintaining effective reading and writing tutoring services for English as Second Language (ESL) students? (1) According to student and staff members, is the writing center at College of the Sequoias maintaining effective reading and writing tutoring services for English Language Learner (ELL) students? (2) According to student and staff members, is the writing center at College of the Sequoias maintaining effective reading and writing tutoring services for First Generation College Students (FGCSs)? (3) According to student and staff members, does maintaining reading and writing tutoring services for ESL students, ELL students, and FGCSs encourage faculty members' and tutors' personal and professional involvement? (4) According to student and staff members, how can tutors help to develop writing and reading courses for ESL students, ELL students, and FGCSs?
The conclusions of the study include: College of the Sequoias must acknowledge the need for transformational and transgressional learning. In order for the dominant ethnic and cultural background of students to be independent learners and thinkers an institutional school reform must be in action. The present study contributes to the literature regarding ESL/ELL/FGCS adult learning theories and practices and explores the need for additional pedagogical practices to be implemented for post-secondary instructors and staff members. This study also helps to establish the strengths and weaknesses inherent in multiculturalism and diverse learning theories.
|Commitee:||Schmieder-Ramirez, June, Tobin, John|
|School Location:||United States -- California|
|Source:||DAI-A 72/05, Dissertation Abstracts International|
|Subjects:||English as a Second Language, Educational leadership, Pedagogy|
|Keywords:||Andragogy, English, English as a second language, Writing centers|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be