Date of Award
5-2020
Culminating Project Type
Thesis
Degree Name
English: Teaching English as a Second Language: M.A.
Department
English
College
College of Liberal Arts
First Advisor
Choonkyong Kim
Second Advisor
Edward Sadrai
Third Advisor
Michael Dando
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
English learners, second language acquisition, bilingualism, long-term English learners
Abstract
Long-term English learners (LTELs) are typically described as English learners (ELs) whom have been in a limited English learning program for five or more years and who have yet to be reclassified into the general population of students. For many of these students, their conversational English appears nativelike. However, their academic achievement is generally found to be lower than that of their monolingual peers. While many emergent bilinguals designated the LTEL label struggle academically, language, race, and class contribute to the systemic barriers placed in front of them. With consideration to negative labels and characteristics associated with LTELs, the purpose of this study is to investigate the linguistic choices that contribute the language repertoires of LTEL-labeled students. In doing so, a group of Hispanic/Latinx students at a suburban high school were surveyed within four domains and multiple variances in order to more fully give details to how, when, and why these learners use the languages in their arsenal.
Recommended Citation
Leier-Murphy, Abbey G., "Maneuvering Bilingualism: Long-Term English Learners" (2020). Culminating Projects in TESL. 28.
https://repository.stcloudstate.edu/tesl_etds/28
