Movement and loss: progression in tertiary education for migrant students

Simpson, James; Cooke, Melanie

doi:10.1080/09500780903194051

Cited by 18 publications

(19 citation statements)

References 15 publications

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“…This finding echoes the declassing phenomenon in the United Kingdom described by Simpson and Cooke (). They argue that many immigrant youth experience downward mobility as they immigrate to the United Kingdom, despite family aspirations for an upward trajectory.…”

Section: Discussionsupporting

confidence: 89%

“…The context of this study was in the United States, but we believe that many of the insights may apply to other English‐dominant countries with ELL populations as well. Research suggests that in countries such as Canada, the United Kingdom, and Australia, ELLs tend to lag behind their English‐proficient peers in academic achievement and have limited access to higher education (e.g., Hammond, 2008a; Marshall, ; Preece & Martin ; Simpson & Cooke, ; Watt & Roessingh, ). Further, researchers in those countries are also grappling with the challenge of presenting ELLs with more intellectually demanding content and facilitating ELLs' college participation (see, particularly, Gibbons, ; Hammond, 2008b; Marshall, ).…”

Section: Discussionmentioning

confidence: 99%

“…Research in other English‐dominant countries shows strikingly similar predicaments for ELLs in those countries. Scholars in the United Kingdom (Martin, ; Preece & Martin, ; Simpson & Cooke, ) point out that although U.K. higher education institutions have opened doors to more “nontraditional” students—including ELLs—and even though many of these institutions highlight the importance of cultural and linguistic diversity, in reality there is simply no recognition for the multilingual assets that these new students bring. The situation is, therefore, markedly similar to the politics of linguistic diversity in U.S. higher education (Horner & Trimbur, ).…”

mentioning

confidence: 99%

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English Language Learners' Access to and Attainment in Postsecondary Education

2012

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Although English language learners (ELLs) are currently the fastestgrowing group among the school-age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 (NELS:88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national-level examinations of ELLs' access to and degree of attainment in postsecondary education. Our analyses show that ELLs lag far behind both English-proficient linguistic minority students and monolingual English-speaking students in college access and attainment. Only one in eight ELLs in the NELS:88 study earned a bachelor's degree, whereas one in four English-proficient linguistic minority students and one in three monolingual English speakers did. In addition, one in five ELLs was a high school dropout. Subsequent probit regressions reveal that a host of nonlinguistic factors, rather than the ELLs' linguistic background per se, contributed to ELLs' limited postsecondary education access and attainment.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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English Language Learners' Access to and Attainment in Postsecondary Education

2012

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“…As Nasser noted sadly, "the English is not the same". What was an adequate command of English for tertiary study in their own countries was viewed as inadequate for the same purpose in an English speaking country, in this case New Zealand (Collins and Slembrouck 2005;Ryan and Viete, 2009;Simpson and Cooke 2010;Preece and Martin 2010).…”

Section: Discussionmentioning

confidence: 99%

‘The English is not the same’: challenges in thesis writing for second language speakers of English

Strauss

2012

Teaching in Higher Education

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In this article I describe my interaction as an English for Academic Purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I discuss the implications of this research and suggest that while linguistic difficulties impact negatively on the supervisory relationship this is exacerbated by the differing assumptions and expectations of the stakeholders. I argue however, that what is regarded as 'acceptable' English at our institutions has not been sufficiently interrogated and the belief that English as a native language (ENL) is the only acceptable variety of English needs further investigation. Such an investigation needs to take place in a forum where the less powerful voices of the EAP practitioners and the students will not be marginalised.

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“…As Canagarajah points out (2001) the global spread of English has meant that many countries are familiar with its discourse features. However what students find is an adequate command of English for tertiary study in their own countries is often viewed as inadequate for the same purpose in another country (Collins and Slembrouck 2005;Simpson and Cooke 2010;Preece and Martin 2010), in this case New Zealand. Even the first language speakers experience difficulties, using as they do 'non-prestigious varieties of English' (Simpson and Cooke 2010, 59).…”

Section: Course Participants and Other Stakeholdersmentioning

confidence: 96%

Painting the bigger picture: academic literacy in postgraduate vocational education

Strauss

Mooney

2011

Journal of Vocational Education & Training

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Currently postgraduate hospitality courses are attracting large numbers of international students, many of whom do not speak English as a first language. In addition, these programmes are also popular with first language students drawn from non-traditional academic backgrounds. Both cohorts experience difficulties with the academic genre requirements associated with study at postgraduate level, and these difficulties impact on the successful completion of their studies. Research indicates that students benefit most from academic literacy instruction when this instruction is contextualised in the relevant discipline area. This article describes the attempt of two lecturers, one an applied linguist, the other a discipline expert, to develop credit bearing papers that would address students' academic literacy challenges using a contextualised discipline specific approach.

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Movement and loss: progression in tertiary education for migrant students

Cited by 18 publications

References 15 publications

English Language Learners' Access to and Attainment in Postsecondary Education

English Language Learners' Access to and Attainment in Postsecondary Education

‘The English is not the same’: challenges in thesis writing for second language speakers of English

Painting the bigger picture: academic literacy in postgraduate vocational education

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