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EFL to ESL: a CASE STUDY of UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS in TRANSITION Michael W

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EFL to ESL: a CASE STUDY of UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS in TRANSITION Michael W University of New Mexico UNM Digital Repository Language, Literacy, and Sociocultural Studies ETDs Education ETDs 8-28-2012 EFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITION Michael W. Schwartz Follow this and additional works at: https://digitalrepository.unm.edu/educ_llss_etds Recommended Citation Schwartz, Michael W.. "EFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITION." (2012). https://digitalrepository.unm.edu/educ_llss_etds/41 This Dissertation is brought to you for free and open access by the Education ETDs at UNM Digital Repository. It has been accepted for inclusion in Language, Literacy, and Sociocultural Studies ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Michael W. Schwartz Candidate Language, Literacy, and Sociocultural Studies Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Lois M. Meyer, Chairperson Jill Morford Tryphenia Peele-Eady Susan Romano EFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITION BY Michael W. Schwartz B.A., English, Fort Lewis College, 1985 M.A., TESL, University of Central Missouri, 1989 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Linguistics The University of New Mexico Albuquerque, New Mexico July 2012 iii ©2012, Michael W. Schwartz iv Dedication This dissertation is dedicated to my mother and my father, my two biggest supporters and cheerleaders. Even though mom did not see the end result, she has been with me in my heart and mind always. I know she is proud of me. I love you mom! And to dad, who understood, when others did not, what was required of me to finish. I would not be writing this dedication today if it were not for his unwavering support and guidance. Thank you dad. I love you! Finally, this dissertation is dedicated to the person who has made the greatest sacrifice of all, my daughter, Myles Schwartz. At 6 years old, you had to learn how to use a telephone and how to nurture a father-daughter relationship from 1,000 miles away. You were asked to grow up faster than most children your age. You handled this challenge with grace, dignity, compassion, and courage. Your love, support, and understanding have been my strength throughout. I am blessed to have you as my daughter. Thank you and I love you! v Acknowledgements I would not have been able to complete this dissertation with advice, guidance, and support of countless people. First and foremost, I would like to acknowledge my advisor, mentor, and friend, Lois Meyer, Ph.D. for sharing her wisdom and expertise, and for patiently allowing me to mature as a researcher and scholar. Lois has been with me since the beginning of my doctoral journey in 2004. Her unwavering friendship has been the difference between success and failure. At times, she would have to reel me back in only to send me off in a different direction. Her challenges forced me to be better than I thought I could be. Next, I would like to thank Jill Morford for her keen eye and expertise with statistics and using Microsoft Excel. I would also like to thank Susan Romano, Ph.D. for helping me to see the bigger picture and to guide me as I made theoretical and practical connections across disciplines. Her positive outlook on life is infectious. Next, I would like to thank Tryphenia Peele-Eady, Ph.D. Our conversations in her office encouraged me to dig deeper into the data and to and see how language works from multiple perspectives. Finally, I would like to acknowledge my dearest and closest friend, Tim Mills, who, when times got tough and I was ready to give up, helped me to step back, see things for what they were, to analyze life from a rational perspective, and most importantly, to make me laugh when I needed it the most. vi EFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITION By MICHAEL W. SCHWARTZ B.A., English, Fort Lewis College, 1985 M.A., TESL, University of Central Missouri, 1989 Ph.D., Educational Linguistics, University of New Mexico, 2012 ABSTRACT This is a case study of four international English L2 students transitioning from their home countries into the academic context of a US university. It investigates the intersections of identity and investment as English L2 students interact with English resources, and how proficiency may or may not mitigate the type and quality of access to English resources. Furthermore, the study proposes a learner as agent framework for understanding the processes of gaining access to English resources. Finally, the study argues that proficiency is a complex issue that needs to be analyzed and defined locally rather than globally and that decontextualized proficiency assessments only provide a partial account of an L2 learner’s language skills. vii Table of Contents List of Figures ..................................................................................... xii List of Tables ..................................................................................... xiii List of Diagrams ................................................................................... xv Chapter 1 Introduction ........................................................................ 1 Research Questions ....................................................................................................... 3 Chapter 2 Literature Review .............................................................. 13 Introduction ................................................................................................................. 13 Research Questions ..................................................................................................... 17 Identity ........................................................................................................................ 17 Communities of practice. ................................................................................ 27 Motivation ................................................................................................................... 29 Investment ................................................................................................................... 31 Access ......................................................................................................................... 33 Access: Social interaction. .............................................................................. 37 Access: Classroom versus Natural language learning. ................................... 38 Safe House .................................................................................................................. 43 Discourse Analysis ...................................................................................................... 45 L2 Proficiency ............................................................................................................. 49 University admission requirements. ................................................................ 56 Conclusion .................................................................................................................. 60 Chapter 3 Methodology ....................................................................... 62 Introduction ................................................................................................................. 62 viii Case Study .................................................................................................................. 64 Methodology ............................................................................................................... 72 Participants. ..................................................................................................... 72 Tasks ......................................................................................................................... 76 Interviews. ....................................................................................................... 76 Focus group sessions. ...................................................................................... 80 Transcription. .................................................................................................. 82 L2 Proficiency Measurements .................................................................................... 88 L2 proficiency development measurements: Quantitative ............................. 90 L2 proficiency development measurements: Qualitative. .............................. 91 Language logs. ................................................................................................ 93 Reflections. ..................................................................................................... 98 Coding ....................................................................................................................... 100 Conclusion ................................................................................................................ 104 Appendix 1: Interview Questions ............................................................................. 105 Appendix 2: Transcript symbols ............................................................................... 107 Chapter 4 Controlled and Uncontrolled Access ................................. 108 Chapter 5 The Participants ..............................................................
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