Date of Award

12-1-2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Kent Layton

Abstract

Secondary students with limited or interrupted formal education who are learning English as an additional language (EAL) make up a unique subpopulation of our country’s growing EAL population. This explanatory sequential mixed methods study was conducted in order to explore the experiences of Spanish-speaking secondary SLIFE in a midwestern school district to determine how their prior experiences in three areas affected their school experiences in the United States. The following questions were the focus on the research: 1) What are the experiences of secondary SLIFE in a newcomer program? 1a) How did students’ literacy and oracy experiences impact their academic experience in the United States? 1b) How did students’ prior educational experiences impact their academic experience in the United States? 1c) How did students’ family and community experiences impact their academic experience in the United States? Qualitative data analysis used two cycles of coding to identify salient themes. Literacy and oracy themes were a desire and motivation to learn English as well as limited opportunities to use English outside of school. Themes related to education included a desire to salir adelante (improve their lives) and the role of education in achieving life goals. Family sacrifice and need for support were themes corresponding to family and community support. Instructional implications resulting from this study include a need to accelerate language and literacy development among SLIFE, implement high quality instructional practices, and provide adequate access to community supports.

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