The Differential Experience and Educational Outcomes among Two Cohorts of English Language Learning Students

Autor/in	Ngo, Hieu Van
Titel	The Differential Experience and Educational Outcomes among Two Cohorts of English Language Learning Students
Quelle	In: Alberta Journal of Educational Research, 69 (2023) 1, S.66-85 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Student Experience; Outcomes of Education; English Language Learners; English (Second Language); Second Language Learning; Individual Differences; Educational Attainment; Predictor Variables; High School Graduates; Dropouts + Suchen Sie Ihr Suchwort? Studienerfahrung; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Individueller Unterschied; Bildungsabschluss; Bildungsgut; Prädiktor; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen
Abstract	This study examined the differential experience and educational outcomes among two English Language Learning (ELL) student cohorts, namely holders of a high school diploma and individuals who did not complete high school. Our analysis of 39 interviews with ELL respondents demonstrated that premigration experience; personal qualities; interactions at home, in school, and in the community; as well as peer influence, have shaped the differing experience and inequitable educational outcomes of ELL students. The findings brought attention to the areas of support for all ELL students, including quality classroom instruction, explicit and structured ELL education, supplementary academic and literacy programs, responsive psychosocial support, and access to positive mentors. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01