ESL Students in Higher Education _ Assignment #3

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School

Washington State University *

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MISC

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Linguistics

Date

Apr 3, 2024

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docx

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3

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1 Evelyn Garcia Zuniga Professor Case EDRL 473 23 February 2024 ESL Students in Higher Education : Assignment #3 It is evident that the learning experiences of generation 1.5 students present a variety of challenges in regards to the transitional period of post high school graduation. Three primary ones being overall representation, expectations and support that can inform us as educators to place an emphasis on acknowledging their complex institutional shift to effectively support their academic success. These concepts will be further elaborated below in focus of the claims made in Linda Harklau’s article From the “Good Kids” to the “Worst”: Representations of English language Learners Across Educational Settings . In the high school environment, ELL learners are often provided with differentiated instruction and support tailored to address their linguistic and academic needs. This level of support is deeply ingrained in the secondary educational system, where educators acknowledge and appreciate the resilience of ELL students in adapting to new societal and educational norms while simultaneously mastering a new language. As articulated in Linda Harklau's article, ELL students are viewed as commendable for their efforts and perseverance in navigating the challenges of language acquisition within the high school setting. Conversely, the transition to the college educational level brings forth a shift in expectations for ELL students. Here, students are no longer afforded the same level of differentiation and support that they received in high school. Instead, they are expected to perform at the same level as their peers, engaging in rigorous coursework that may pose significant challenges for individuals still mastering the English language. This contrast in the level of support and expectations between high school and college environments underscores the challenges faced by generation 1.5 students during the transitional period post-high school graduation. As educators, it is crucial to acknowledge and address these challenges in order to effectively support the academic success of ELL students in the college setting. This can appear through gradual release strategies in the high school level in which ELL students are gradually released into the more complex academic material to further expand their comprehension and better prepare them for the material they will be exposed to in the college
2 level. Additionally, this can help enhance student confidence and foremost, boost their success in their post secondary studies. Moreover, as mentioned previously, representation plays a pivotal role in shaping the experiences of generation 1.5 students as they transition from high school to college. In high school, ELL students are often portrayed as resilient and hardworking individuals who receive commendation for their efforts to adapt to new language and academic norms. Educators recognize their unique challenges and provide differentiated instruction and support to address their linguistic and academic needs (Harklau 2000). However, upon entering college, the representation of ELL students shifts, with lower expectations and limited support compared to their native English-speaking peers. This shift can impact students' self-perception, motivation, and academic success, as negative stereotypes may be internalized, leading to challenges in advocating for their needs and fully engaging in their education. As educators, it is imperative to recognize and challenge stereotypes while promoting positive representations of ELL students. By creating a more inclusive and supportive learning environment through culturally responsive instruction and targeted support services, educators can foster a sense of belonging and agency among generation 1.5 students. Emphasizing the importance of representation as educators allows the celebration of the diverse linguistic and cultural backgrounds of all students, contributing to their overall academic success and well- being. Additionally, representation can be incorporated into curriculum in which students' backgrounds are amplified and acknowledged. In conclusion, the transition from high school to college presents significant challenges for generation 1.5 students, particularly in terms of representation, expectations, and support. While high schools often provide tailored support and recognition for the resilience of ELL students, colleges may lack the same level of differentiation and support, expecting students to perform at the same level as their peers. This disparity highlights the need for educators to address these challenges and provide appropriate support to ensure the academic success of ELL students in the college setting. By implementing gradual release strategies in high school and promoting positive representations of ELL students, educators can create a more inclusive and supportive learning environment that celebrates diversity and fosters student success. Through
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