Date of Award
8-2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Literacy, Language and Culture
Committee Chair/Advisor
Rachelle S. Savitz
Committee Member
Megan Che
Committee Member
Catherine Compton-Lilly
Committee Member
Susan Fullerton
Committee Member
Emily Howell
Committee Member
Lindsey Rowe
Abstract
The term Long-term English Learner (LTEL) is problematic. The terminology is used in schools and based upon the number of years that a student has been in US schools and has not met the criteria for reclassification as no longer requiring language support services, accommodations, or continued annual assessment, as required by the federal government for those with a second language learner designation. It can carry with it a connotation of a deficit for the student who remains an English learner beyond five years. This study centered around interviews and observations of a student who met the criteria for being identified as a LTEL in order to understand the impact student perceptions of the schools’ view of language and culture in learning. Transactional relationships in L1 and L2 use, as well as the students’ understanding of what aspects of culture to share within the school are discussed.
Recommended Citation
Confere, Donna, "Long-term English Learner: One Voice and Perspective of Schooling Experiences" (2023). All Dissertations. 3449.
https://tigerprints.clemson.edu/all_dissertations/3449