Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2017
EDTF Date Created
2017
Description
In this thesis, I examine the structure of developmental or remedial English
education at U. S. two-year community colleges, specifically focusing on the disparities
between Florida’s English for Academic Purposes (EAP), an English as a Second
Language (ESL) program, and Developmental English (Dev English), a Basic Writing
program. Both programs supposedly prepare disadvantaged and/or immigrant students for
freshman composition, but they employ very different pedagogies. Drawing on existing
research and my own experience as a student and a teacher, I present English as it is
employed to assimilate and empower second-language users, investigate the role of
Florida’s institution in promoting EAP over Dev English, and discuss issues of identity
and the categorization of students. I close by recommending the teaching of English as a
Second Language – reading, writing, and basic language skills – to all developmental
students, immigrant or native, to equip them for higher learning and a competitive
workforce.
education at U. S. two-year community colleges, specifically focusing on the disparities
between Florida’s English for Academic Purposes (EAP), an English as a Second
Language (ESL) program, and Developmental English (Dev English), a Basic Writing
program. Both programs supposedly prepare disadvantaged and/or immigrant students for
freshman composition, but they employ very different pedagogies. Drawing on existing
research and my own experience as a student and a teacher, I present English as it is
employed to assimilate and empower second-language users, investigate the role of
Florida’s institution in promoting EAP over Dev English, and discuss issues of identity
and the categorization of students. I close by recommending the teaching of English as a
Second Language – reading, writing, and basic language skills – to all developmental
students, immigrant or native, to equip them for higher learning and a competitive
workforce.
Language
Type
Form
Extent
77 p.
Subject (Topical)
Identifier
FA00005921
Additional Information
Includes bibliography.
Thesis (M.A.)--Florida Atlantic University, 2017.
FAU Electronic Theses and Dissertations Collection
Date Backup
2017
Date Created Backup
2017
Date Text
2017
Date Created (EDTF)
2017
Date Issued (EDTF)
2017
Extension
FAU
FAU
IID
FA00005921
Organizations
Attributed name: Florida Atlantic University
Attributed name: Dorothy F. Schmidt College of Arts and Letters
Attributed name: Department of English
Person Preferred Name
Batchelor, Claudett V.
author
Graduate College
Physical Description
application/pdf
77 p.
Title Plain
A Consequence of English-First: Florida’s Separate and Unequal Writing Curricula
Use and Reproduction
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http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2017
2017
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
A Consequence of English-First: Florida’s Separate and Unequal Writing Curricula
Other Title Info
A Consequence of English-First: Florida’s Separate and Unequal Writing Curricula