ERIC Number: ED444363
Record Type: Non-Journal
Publication Date: 2000-Aug
One Immigrant Student's Literacy Journey to the University.
There are growing numbers of students enrolling in university-level English-as-a-Second-Language (ESL) courses who are not international students but are products of American K-12 bilingual education programs. These immigrant or refugee ESL learners are not required to demonstrate a specified level of English language competence by scoring 500 or higher on the Test of English as a Foreign Language (TOEFL); their American high school diplomas are considered proof enough of English language competence. There is reason to believe that the needs of and level of proficiency of these students are different from the typical international student, but there is little empirical data. This paper is an attempt to draw a clearer picture of one immigrant learner's English literacy development ("Jeng-Da," a Chinese immigrant) and his initiation into the university. It is hoped that his experiences will shed some light on the curriculum needs of the growing numbers of immigrant ESL students at American universities. It is concluded that L2 language proficiency should be measured for immigrants in a way comparable to that which is done for international students; strategies for academic achievement should be explicitly taught to provide a sort of scaffolding during the transition from survival to academic English; and instructors should be made aware of the likely enormous familial and societal demands on immigrant students, pressures that international students are less likely to face. (KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A