Different expectations: An ethnography of an adult ESL program for a university -linked international population

David Mark Johnson, Purdue University

Abstract

The purpose of the present study was to investigate the educational culture at an adult English as a Second Language (ESL) program: the ESL School at Married Student Housing (MSH). Using an ethnographic methodology, the investigator observed classes, examined documents, and interviewed students, teachers and administrators, and focused on the following questions: (1) What is the educational culture at the ESL School at MSH? (2) How does the culture inform and mold student and teacher behavior and attitudes? The major issues in adult ESL such as attrition, assessment and curriculum design are discussed with respect to how this particular program addresses these issues. In addition, the study explored how a unique educational culture has been created that fulfills not only the academic but also the social needs of the learners. The uniqueness of the ESL School is that the learners, spouses of international graduate students, are highly educated. They have definite notions of a how a second language (L2) should be taught, and are also in need of support as they acclimate to living in a new environment. The dynamic interplay between the academic and the social needs forms the basis of the School's culture. The data was organized into seven categories: formality of the School, L2 learning beliefs, learning of American culture, attrition, assessment, social aspects of the School, and language learning goals. Results include a discussion of these elements of the School, how they form an education culture, and implications for the field of adult ESL.

Degree

Ph.D.

Advisors

Berns, Purdue University.

Subject Area

Linguistics|Bilingual education|Multicultural education|Adult education|Continuing education

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