Dissertation/Thesis Abstract

A case study of students entering writing courses at College of Sequoias
by Peck, Jill Andrea, Ed.D., Pepperdine University, 2011, 151; 3444233
Abstract (Summary)

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.

Indexing (document details)
Advisor: Rosensitto, Michelle
Commitee: Schmieder-Ramirez, June, Tobin, John
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 72/05, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: English as a Second Language, Educational leadership, Pedagogy
Keywords: Andragogy, English, English as a second language, Writing centers
Publication Number: 3444233
ISBN: 9781124513799
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