English Language Learners’ Transitional Needs from High School to University: An Exploratory Study

Article

Abstract

In this study, various measures of educational achievement of English language learners (ELLs) are compared to those of native English speakers (NS) who graduated high school in Calgary and were admitted into first year studies at the University of Calgary (U of C); and the literacy demands of university manifested in the readability levels of first year textbooks are analyzed. Findings suggest ELLs are academically competent, as reflected in the achievement outcomes of provincial high school diploma examinations in mathematics. The vast majority, however, are inadequately prepared for the literacy demands of university and are at immediate academic risk. Suggestions are made for policy, transitional programming, and the provision of services that may support academic achievement at university for this growing profile of learners on campus.

Keywords

English language learners Cognitive academic language proficiency Transitions Academic achievement 

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.EdT 710, Faculty of EducationUniversity of CalgaryCalgaryCanada
  2. 2.Faculty of EducationUniversity of British Columbia OkanaganKelownaCanada

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