Placement of ELL Students in Writing Classrooms: Perceptions, Implications, and Suggestions

Abstract

This study is a mixed methods approach to exploring English Language Learners' (ELL) perceptions about their placement in either ESL sections of first-year composition courses at a two-year college or mainstreamed sections at a four-year college. After conducting case studies of five students in both types of programs and interviewing the directors of each program, it is evident that students' affects influence their perceptions about placement. This study suggests the need for ELL students' inclusion in their placement decisions.

Date of Award	2014
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Tim Taylor (Supervisor)