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Learning communities and the acquisition of academic literacy skills of Generation 1.5 students at a community college
Descriptive
TitleInfo
Title
Learning communities and the acquisition of academic literacy skills of Generation 1.5 students at a community college
SubTitle
a case study
Name
(type = personal)
NamePart
(type = family)
De
NamePart
(type = given)
Mahua
DisplayForm
Mahua De
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Flores
NamePart
(type = given)
Nydia
DisplayForm
Nydia Flores
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Belzer
NamePart
(type = given)
Alisa
DisplayForm
Alisa Belzer
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Rowsell
NamePart
(type = given)
Jennifer
DisplayForm
Jennifer Rowsell
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-10
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Generation 1.5 students are American-educated children of immigrants who have completed part of their elementary and sometimes, secondary education in their native country and in their native language before immigrating to the United States (Harklau, Losey, and Siegal, 1999; Goen, Porter, Swanson, & vanDommelen, 2002; Thonus, 2003). Because of the interruption in their education, many Generation 1.5 students experience difficulties as they negotiate through the academic reading and writing requirements of the freshman college composition course even after they graduate from an U.S. high school. At the same time, the schism in research between composition studies and second language instruction has resulted in the difficulty of composition specialists to understand and address problems faced by second language learners, especially Generation 1.5 students (Matsuda, 2003; Silva & Leki, 2004). This study investigated the impact of Learning Communities (LCs) as an alternative format of delivering instruction to Generation 1.5 students in freshman composition classes in a community college. An LC offers two or more linked classes as well as additional support in the form of tutoring, mentorship, and counseling to a cohort of students (Brownell & Swaner, 2009; Killachy, Thomas, & Accomando, 2002; Smith, MacGregor, Matthews, & Gabelnick, 2004). Participants in this semester-long study included six Generation 1.5 students, four of whom were enrolled in composition classes within two separate LCs, and two in a stand-alone composition course. Data for this study emerged from essays and interviews of the six participants as well as interviews with their instructors and tutors. These data were analyzed qualitatively to assess the manner in which the LCs shaped the writing skills of the participants. The study demonstrated that well-designed LCs had a number of positive, even redundant features from which several participants chose the most appropriate ones to improve their writing skills. In doing so, they became active actors in the learning process, using their funds of knowledge and working with instructors, tutors, and their peers to improve their academic skills. However, other students, some with a higher level of confidence in their writing skills, resisted the idea of participating in LCs and their academic progress was less obvious. The study is significant as it contributes to the fields of both second language composition studies and the learning communities. The study addresses the existing gap in research on Generation 1.5 students, a subset of second language learners, in the composition classroom. It also explores the potential of LCs in serving these students in their freshman year in college.
Subject
(authority = RUETD)
Topic
Language Education
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_4323
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
ix, 303 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Mahua De
Subject
(authority = ETD-LCSH)
Topic
Children of immigrants—Education--United States
Subject
(authority = ETD-LCSH)
Topic
English language--Study and teaching--Foreign speakers
Subject
(authority = ETD-LCSH)
Topic
Professional learning communities--United States
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000067095
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T38051CT
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
De
GivenName
Mahua
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2012-09-29 09:16:42
AssociatedEntity
Name
Mahua De
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime
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(qualifier = exact);
(point = start)
2012-10-31
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = end)
2013-05-02
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 2nd, 2013.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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(UNIT = bytes)
1515520
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windows xp
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1515520
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