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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 458 897 JC 020 004 AUTHOR Curry, Mary Jane TITLE Competing Goals, Competing Discourses: ESL Composition at the Community College. PUB DATE 2000-00-00 NOTE 220p.; Doctor of Philosophy Dissertation, University of Wisconsin-Madison. PUB TYPE Dissertations/Theses Doctoral Dissertations (041) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Academic Persistence; Capital; Community Colleges; Cultural Background; Cultural Relevance; Culture; *English (Second Language); *Part Time Faculty; Social Capital; *Student Attrition; Student Needs; Two Year Colleges IDENTIFIERS Bourdieu (Pierre); Cultural Capital; Freire (Paulo) ABSTRACT This study examined the experiences of participants in a basic writing course in a Midwestern community college. Two-thirds of the 18 students were highly educated students from Russia, Turkey, Japan, Korea, and Taiwan who were retirees, spouses of Americans, spouses of international students at the local university, or spouses of foreign technical elites. The class also had students with low educational attainment levels, including students from Laos and Sierra Leone. Students' goals ranged from improving their English to entering community college programs in law enforcement and accounting to earning bachelor's and master's degrees. This study traces the factors involved in the course's 75 dropout rate. Using sociocultural discourse analysis, it unravels the roles of the part-time status of the instructor, the varying backgrounds and goals of the students, and the lack of institutional support and services for students and the instructor. Students' disparate educational backgrounds, life situations, and future goals posed serious challenges to the predetermined curriculum and the traditional pedagogy the instructor used. The college's heavy reliance on part-time instructors typified staffing patterns at community colleges. This practice results in faculty with little connection to the institution, insufficient training and support for part-time instructors, and predetermined curriculum and "defensive teaching" that do not meet the needs of students. (Contains 186 references.) (NB) Reproductions supplied by EDRS are the best that can be made from the original document. COMPETING GOALS, COMPETING DISCOURSES: ESL COMPOSITION AT THE COMMUNITY COLLEGE EDUCATION U.S. DEPARTMENT OFand Improvement Office of Educational Research PERMISSION TO REPRODUCE AND INFORMATION DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES CENTER (ERIC) BEEN GRANTED BY This document has beenreproduced as received from the person ororganization originating it. 0 Minor changes havebeen made to quality. Mary Jane Curry improve reproduction stated in this TO THE EDUCATIONAL RESOURCES Points of view or opinions represent INFORMATION CENTER (ERIC) document do not necessarily official OERI position orpolicy. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Curriculum and Instruction) at the University of Wisconsin-Madison 2000 BEST COPYAVAILABLE 2 1 Acknowledgments I would like to thank Professor Michael W. Apple for his support during my Ph.D. program and writing this dissertation. Being a member of his Friday Seminar contributed greatly to my understanding of issues and theories related to democracy, equity, and access in education. I am grateful to the members of the Friday Seminar, especially Luis Gandin, Alvaro Hypolito, Grace Livingston, Glenabah Martinez, and Mary Thompson for their comments on my work. Professor James Paul Gee has extended exceptional amounts of support and help. Participating in his reading group greatly aided my understanding of linguistic and sociolinguistic theories. Data sessions with members of his reading group have assisted me in many ways. I would like to thank all of the group, but especially Annie Allen, Samantha Coughlan, Kerrie Kephart, Erica Kesin, and Cassie Schultz for their help. I also wish to thank Mary Louise Gomez and Deborah Brant for their feedback. Receiving the Morgridge-Wisconsin Distinguished Graduate Fellowship in 1999-2000 allowed me to write the bulk of the dissertation. I thank the Department of Curriculum & Instruction for selecting me for this fellowship. To Mary Kroener-Ekstrand I owe a great debt for feedback on everything from the dissertation proposal to the final version. My father, James J. M. Curry, provided a much-needed service by copyediting the dissertation. I also thank my mother and stepfather for their support. Finally, I am grateful to the students, instructor, and administrators of the community college where conducted my study for their time and their willingness to allow me to observe their course and to answer my questions. 3 3 CONTENTS List of Figures iii Abstract i v Chapter 1: Introduction 1 Chapter 2: Review of the Literature 23 Chapter 3: Research Methodology 58 Chapter 4: The Basic Writing 3 Course 79 Chapter 5: Discourses of the Community College and Their Effects 114 Chapter 6: The Overt Curriculum of Basic Writing 3 164 Chapter 7: The Hidden Curriculum of Basic Writing 3 200 Chapter 8: Epilogue to the Students' Stories 220 Chapter 9: Conclusion 244 Appendices Appendix A: Participant Consent Forms 255 Appendix B: Student Questionnaire 259 Appendix C: Basic Writing 3 Course Syllabus 260 Appendix D: Interview Protocols 264 Appendix E: Basic Writing 3 Class Summaries 271 References 280 4 4 List of Figures Figure 4.1 Attendance Patterns Figure 5.1. Number and referents for uses of 'we' 5 5 ABSTRACT COMPETING GOALS, COMPETING DISCOURSES: ESL COMPOSITION AT THE COMMUNITY COLLEGE After a 50-year lull, immigration is on the rise, bringing newcomers with a wide range of educational attainment. An increasing number of nonnative speakers of English study at institutions of higher education, particularly the community college. The influx of students of English as a second language (ESL) into community colleges poses challenges to their competing missions to provide an "open door" to students seeking life skills, occupational training, and college preparation. To succeed in college, ESL students must become proficient in the conventions of academic discourse by learning general writing skills and academic literacies. This study examines the experiences of participants in a basic writing course in a Midwestern community college. Two-thirds of the 18 students were highly educated students from Russia, Turkey, Japan, Korea, and Taiwan who were retirees, spouses of Americans, spouses of international students at the local university, or spouses of foreign technical elites. The class also had students with low educational attainment levels, including students from Laos and Sierra Leone. Students' goals ranged from improving their English to entering community college programs in law enforcement and accounting to earning bachelor's and master's degrees. The study traces the factors involved in the course's 75% dropout rate. Using sociocultural discourse analysis, it unravels the roles of the part-time status of the instructor, the varying backgrounds and goals of the students, and the lack of institutional 6 6 support and services for students and instructor. The study employs curriculum theories of Basil Bernstein to understand the power relations within and outside the class and to examine the overt and hidden curricula. It also relies on Pierre Bourdieu's notion of forms of capital to understand the relationship between students' backgrounds and their subsequent educational achievements. Students' disparate educational backgrounds, life situations, and future goals posed serious challenges to the predetermined curriculum and the traditional pedagogy the instructor used. The college's heavy reliance on part-time instructors typifies staffing patterns of community colleges. It results in faculty with little connection to the institution, insufficient training and support for part-time instructors, and predetermined curriculum and "defensive teaching" that do not meet the needs of students. 7 7 COMPETING GOALS, COMPETING DISCOURSES: ESL COMPOSITION AT THE COMMUNITY COLLEGE Mary Jane Curry Under the supervision of Professor Michael W. Apple At the University of Wisconsin-Madison After a 50-year lull, immigration is on the rise, bringing newcomers with a wide range of educational attainment. An increasing number of nonnative speakers of English study at institutions of higher education, particularly the community college. The influx of students of English as a second language (ESL) into community colleges poses challenges to their competing missions to provide an "open door" to students seeking life skills, occupational training, and college preparation. To succeed in college, ESL students must become proficient in the conventions of academic discourse by learning general writing skills and academic literacies. This study examines the experiences of participants in a basic writing course in a Midwestern community college. Two-thirds of the 18 students were highly educated students from Russia, Turkey, Japan, Korea, and Taiwan who were retirees, spouses of Americans, spouses of international students at the local university, or spouses of foreign technical elites. The class also had students with low educational attainment levels, 8 8 including students from Laos and Sierra Leone. Students' goals ranged from improving their English to entering community college programs in law enforcement and accounting to earning bachelor's and master's degrees. The study traces the factors involved in the course's
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