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Pathways And Assessment Effects On Composition I For Hispanic Non-Native English Speakers, Tammy L. Perez
Pathways And Assessment Effects On Composition I For Hispanic Non-Native English Speakers, Tammy L. Perez
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the absence of a clearly defined pathway to Composition I for Hispanic non-native English-speaking students (HNNESS) testing below college level English at the study site. The purpose of the study was to identify an optimal pre-college English pathway for HNNESS using the college assessment of basic skills (CABS) and the pre-college English pathways (English for speakers of other languages (ESOL) pathway vs Developmental English pathway) on grade point average (GPA) in Composition I. Language acquisition theory framed the study. The research question focused on the effect of CABS performance and type of pathway …
Language Teachers' Perceptions Of Barriers To New Language Acquisition For English Language Learners, Maryse Lorie Austin-Archil
Language Teachers' Perceptions Of Barriers To New Language Acquisition For English Language Learners, Maryse Lorie Austin-Archil
Walden Dissertations and Doctoral Studies
Walden University
College of Education
This is to certify that the doctoral study by
Maryse Lorie Austin-Archil
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.
Review Committee
Dr. Peter Kiriakidis, Committee Chairperson, Education Faculty
Dr. Nori Mora, Committee Member, Education Faculty
Dr. Glenn Penny, University Reviewer, Education Faculty
Chief Academic Officer and Provost
Sue Subocz, Ph.D.
Walden University
2019
The research site was an urban public high school. The study problem was that language teachers reported to school administrators challenges they had when …