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ERIC Number: ED508064
Record Type: Non-Journal
Publication Date: 2009-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 18
Evaluation of an English as a Second Language Program to Identify Primary Indicators of Learning Disabilities that Impede Student Achievement
Campbell, Joan-Yvette
Online Submission
The study is an evaluation of an English as a Second Language (ESL) program at a southeastern technical college. Thousands of adults who enroll in ESL programs are individuals who appear to be intelligent. They have worked diligently for a year or more to learn to speak, read, write, listen and improve English comprehension skills. However, some of these students make little or no progress. In certain cases, ESL instructors often presume some students are affected by learning disabilities. Students with learning disabilities may experience problems with one skill or every aspect of learning. ESL programs cannot feasibly provide accommodations to address every indicator of learning disabilities. However, programs may identify the primary learning disability indicators that seem to commonly affect their students and provide accommodations to tackle those issues. The problem is that the ESL program at the college had not been evaluated to determine the primary learning disability indicators that may affect students. A sample population of students enrolled in the ESL program was randomly selected to participate in the study. These participants responded to a validated student questionnaire. The results from the data analysis of the student questionnaire showed the indicators of learning disabilities that posed the most challenges for participants of the study. Results from the data analysis also reflected the percentages of respondents of the study who could relate to one or more of the indicators of learning disabilities. The outcome revealed the leading difficulties that may affect not only the participants of the study but also other students enrolled in the program. As a result, ESL instructors at the institution should be familiar with how to accommodate students who show symptoms of those learning difficulties. On-going training may be necessary to provide instructors with updated information on different accommodations that will best fit the learning needs of students who show symptoms of learning disabilities. Results from the data analysis for the student questionnaire are appended.
Publication Type: Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A