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ERIC Number: ED559812
Record Type: Non-Journal
Publication Date: 2013
Pages: 238
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-4345-2
Evaluating College English as a Second Language (ESL) Instructors of School Support and Preparation for Teaching English Language Learners (ELLs)
Ahmed, Abdelmonem Saad Abdelhamid
ProQuest LLC, Ed.D. Dissertation, Walden University
As English language learner (ELL) students are at risk of dropping out of higher education, colleges and universities must make greater efforts to retain them. This study assessed the training quality of English as a second language (ESL) instructors in higher educational institutions in New York City to help ELL students in academics, language acquisition, and social and emotional well being; it also described instructors' evaluations of their institutions' ability to support the needs of ELL students in those areas. Guided by formal organizational theory, with an emphasis on multiculturalism, the research questions addressed the extent to which ESL faculty are prepared to address the needs of ELL students and which colleges and universities are providing needed institutional supports for them. A random sample of 80 faculty members at the college level was surveyed. Frequencies and distributions were analyzed to answer the research questions. The participants reported that their training was adequate to meet the needs of ELL students. Academic institutions were evaluated as adequate in providing academic support services and support for economic and cultural diversity but were less successful in providing services to meet ELL students' socioemotional needs. A literature review indicated that to generate positive social change, academic institutions need to expand their services for ELL students to help them adjust to American culture and the norms and values of American academia. A project is proposed to increase ELL students' awareness of institutional support services, to improve guidance services to ELL students, and to increase communication and cooperation between schools and their minority language communities. This pilot project may provide an example for other schools seeking to implement programs to increase the retention rate for ELL students. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York