Date of Award
2008
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Teaching English as a Second Language
First Advisor
Dr. Stephanie Dhonau
Abstract
The success of English as a Second Language (ESL) students at university level in the United States depends upon their ability to perform at a level of language proficiency deemed adequate by university core-course instructors. This writing begins with the historical derivation of “language proficiency,” and continues on to examine the curricular demands of the Intensive English Language Program (IELP) at the University of Arkansas at Little Rock (UALR). ESL students, both IELP graduates and IELP non-affiliates, may enroll in the core courses required to earn a degree from UALR. This thesis is based on the results of a survey administered to UALR core-course instructors to determine what these teachers believe about ESL student English-language proficiency.
Recommended Citation
Villines, Pamela Henline, "The proficiency of English as a Second Language students at a U.S. metropolitan university: A survey of the beliefs and perceptions of core-course instructors" (2008). Theses and Dissertations. 161.
https://research.ualr.edu/etd/161
