A Phenomenological Study: Factors that Influence Spanish Speaking English Language Learners' Ability to Complete High School in a Public School District in the State of Wisconsin

Autor/in	Porro, Daniela M.
Titel	A Phenomenological Study: Factors that Influence Spanish Speaking English Language Learners' Ability to Complete High School in a Public School District in the State of Wisconsin
Quelle	(2010), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-1219-4
Schlagwörter	Hochschulschrift; Dissertation; Family Characteristics; Second Language Learning; School Districts; Cultural Background; Spanish Speaking; Public Schools; Phenomenology; English (Second Language); High School Graduates; Graduation; Hispanic American Students; Student Characteristics; Interviews; Parents; Interpersonal Relationship; Wisconsin + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; School district; Schulbezirk; Public school; Öffentliche Schule; Phenomenological psychology; Phänomenologie; Psychologie; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Abschluss; Graduierung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Eltern; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The researcher is a native Nicaraguan who has similar cultural background and language as the students and parents who participated in this study. The purpose of this study was to identify some of the factors that influence Spanish-Speaking English Language Learners' ability to complete high school in a public school district in the State of Wisconsin. A qualitative phenomenological study was established to identify, examine, and disclose the individual characteristics as well as the family characteristics of the participant students. The data were extracted from face-to-face interviews with six Spanish-Speaking English Language Learners and their parents. The findings of this study revealed that these students were encouraged by both school staff and parents. In addition, successful students built deep relationships with their teachers, counselors, and bilingual resource specialists, and learned to advocate for themselves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10