ERIC Number: ED442507
Record Type: RIE
Publication Date: 2000-Apr
Positioned by Discourse: Obstacles to Effective Teaching in a Community College ESL Writing Class.
Curry, Mary Jane
This paper examines the different discourses circulating within the Adult Learning Division, and in particular, the ESL Program and Basic Writing Course, of Monroe Technical College in Wisconsin. The paper considers those discourses that are related to the experience of a part-time ESL writing instructor. It examines discourse on multiple levels. First, the study looked at the institutional discourses circulating at the community college. Next, the study analyzed the discourse in interviews conducted with the instructor and program administrators to show how the level of affiliation with the institution that each informant displayed had material implications for the course. Finally, it identified and compared the cultural models these informants held about ESL students. In the case of the Basic Writing 3 course, the Open Door Discourse spoke most strongly to the well-educated, middle-class students who had been previously prepared to take advantage of the college's resources. The Sorting Discourse worked with the refugees and immigrants who were without the means to find what they needed in the institution. The level of affiliation to the institution manifested by the instructor and administrators' discourses underscores the importance for instructional staff to be integrated into the social worlds in which they work. Part-time instructors are generally prevented from enjoying such integration, however, thereby affecting the quality of instruction they provide to students. (Contains 16 references.) (VWC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).