Model
Digital Document
Publisher
Florida Atlantic University
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.
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