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Language Ideologies and Expectations: English Language Learners and Teachers in an ESL Class

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dc.contributor.advisor Román-Mendoza, Esperanza Hatcher, Rachel
dc.creator Hatcher, Rachel 2011-12-07 2012-02-01T21:17:31Z NO_RESTRICTION en_US 2012-02-01T21:17:31Z 2012-02-01
dc.description.abstract Due to the ever-growing number of immigrants entering the United States annually, the demand for adult classes of English as a second language (ESL) has swiftly increased, prompting the need for research to determine the most successful education techniques. This study seeks to supply additional information to the limited knowledge of adult ESL education through the analysis of survey and interview results conducted at the beginning and end of the class, and observations throughout the semester of both adult students and volunteer teachers in a gratuitous ESL class in Fairfax, Virginia. Initial surveys and interviews demonstrated that both students and teachers alike were extremely motivated, but decreased final attendance showed that most had lost their drive. It appeared the students who indicated a practical need to learn English were the most satisfied and remained as class participants. Both students and teachers seemed to absorb each other’s attitudes, creating a circle of causality that influenced all class members. The results of this study offer valuable information as to how adults and volunteer teachers respond to ESL classes, and also elicit opportunities for future studies. en_US
dc.language.iso en_US en_US
dc.subject ESL en_US
dc.subject Immigration en_US
dc.subject Language Ideologies en_US
dc.subject Education en_US
dc.subject Spanish en_US
dc.subject Second Language Acquisition en_US
dc.title Language Ideologies and Expectations: English Language Learners and Teachers in an ESL Class en_US
dc.type Thesis en Masters in Foreign Languages en_US Master's en Foreign Languages en George Mason University en

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