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Dissertation
Relationship Between Student Characteristics and Exiting an ESOL Program
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
In the United States, English language learners (ELLs) are the fastest-growing student subgroup, with ELLs entering secondary classrooms with limited prior exposure to the English language being overlooked in the literature. The purpose of this quantitative, correlational study was to evaluate whether a relationship existed between the amount of time an ELL spent in an English to Speakers of Other Languages (ESOL) program and their ability to meet state graduation criteria, according to Cummins’s (1984) linguistic developmental interdependence hypothesis. The study used Cummins’s (1984) linguistic developmental interdependence hypothesis to frame the time students spent in the ESOL program and meeting graduation criteria using ex post facto data from the graduating class of 2016–2017. The sample population included ELLs with the lowest levels of English comprehension entering a U.S. school district for the first time as secondary students. The study results did not find a relationship between the students’ race/ethnicity background or socioeconomic status with the number of attempts it took to pass and exit the ESOL program. The results showed a connection between students’ prior exposure to English with the number of attempts it took to pass and exit the ESOL program. This study added to the existing literature on secondary bilingual ELL students and the differences between emergent bilingual experiences. For future research, study variables can be expanded to understand secondary ELL students’ academic successes to fill gaps in the literature and improve ESOL programs for future ELL students.
Details
- Title
- Relationship Between Student Characteristics and Exiting an ESOL Program
- Resource Type
- Dissertation
- Contributors
- Delia Garcia (Committee Member)Deborah Hasson (Committee Member)Hongwei Yang (Committee Chair)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 189
- Copyright
- Unpublished work © Rebecca Maria de Armas
- Identifiers
- 99381357279906600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida