Long-Term English Language Learners’ Perceptions of Their Language and Academic Learning Experience

• In Event: Qualitative Insights Into Multilinguals’ Language Learning Experiences

Abstract

Long-term, adolescent English language learners experience persistent academic underachievement in spite of several years of schooling; yet the research on this topic is scant. To increase our understanding of these students’ educational and linguistic experiences, we examined perceptions of 13 long-term ELLs about their schooling in the context of their school history, including program placements, special education referral, and academic outcomes. Data from semi-structured interviews and documents were analyzed using a grounded theory approach. Participants viewed themselves as English-proficient, motivated learners, and described their school experience as positive but challenging. The findings revealed a gap between their postsecondary aspirations and the reality of their academic performance, which have implications for research and practice.

Author

• Won Gyoung Kim, Texas A&M International University