English Language Learners and High School Transition Experiences
The purpose of this study was to present the phenomenological experiences of former ESL students as they transitioned from ESL to English-only classes. Individual interviews were conducted with former ESL students who had transitioned to English-only classes in high school. Deductive coding was used to identify themes: (a) daily experiences with ESL and mainstream classes, (b) understanding of the transition, (c) opinions concerning elements of the programs, and (d) suggestions for ways to improve the programs. This presentation will discuss implications of these themes for high school ESL transition programs.
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