Immigrant and Refugee ESL Students' Challenges to Accessing Four-Year College Education: From Language Policy to Educational Policy

Autor/inn/en	Kanno, Yasuko; Varghese, Manka M.
Titel	Immigrant and Refugee ESL Students' Challenges to Accessing Four-Year College Education: From Language Policy to Educational Policy
Quelle	In: Journal of Language, Identity, and Education, 9 (2010) 5, S.310-328 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	Higher Education; Educational Policy; Refugees; Immigrants; Limited English Speaking; Access to Education; English (Second Language); Second Language Learning; Academic Achievement; Qualitative Research; Interviews; First Generation College Students; Family Financial Resources; Educational Finance + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Flüchtling; Immigrant; Immigrantin; Immigranten; Education; Access; Bildung; Zugang; Bildungszugang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Qualitative Forschung; Interviewing; Interviewtechnik; Bildungsfonds
Abstract	Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction theory, we argue that what inhibits ESL students' access to and participation in four-year college education is not simply their limited English proficiency but also the structural constraints unique to this population, their limited financial resources, and the students' own tendency to self-eliminate. Based on our results, we call for a shift in higher education policy from one focusing narrowly on remediating ESL students' limited English proficiency to a more comprehensive set of policies that address the structural and economic, as well as linguistic, factors that together inhibit ESL students' college access and participation. (Contains 4 tables and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10