Beyond English language instruction: The academic and social experiences of former intensive English program students at the University of Minnesota
2014-08-11
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Beyond English language instruction: The academic and social experiences of former intensive English program students at the University of Minnesota
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Published Date
2014-08-11
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Type
Scholarly Text or Essay
Abstract
This
paper
uses
Student
Experience
at
the
Research
University
(SERU)
survey
data
to
explore
the
academic
and
social
experiences
of
former
IEP
students
who
later
become
full-‐time
undergraduate
students
at
the
University
of
Minnesota.
SERU
survey
data
from
the
international
student
population
and
the
overall
student
population
are
used
for
descriptive
comparison.
Findings
suggest
that
former
IEP
students
report
experiences
similar
to
those
of
other
international
students
in
many
ways,
including
use
of
and
improvement
in
academic
skills.
However,
they
may
show
some
unique
characteristics
as
a
group,
including
weaker
tendencies
to
interact
with
faculty,
greater
feelings
of
respect
on
campus,
lower
levels
of
academically
disengaged
behaviors,
and
less
frequent
use
of
higher-‐order
thinking
skills.
Implications
for
IEP
teachers
are
given
based
on
these
potential
areas
of
success
and
challenge.
Keywords
Description
1 online resource (PDF, 66 pages). Submitted May, 2014 as a Plan B paper in partial fulfillment of the requirements for a master's degree in English as a Second Language from the University of Minnesota.
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Selz, Sarah Rose. (2014). Beyond English language instruction: The academic and social experiences of former intensive English program students at the University of Minnesota. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/164665.
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