Document Type



This linguistic qualitative ethnographic study sought to understand whether domestic and international, Black, English second language learning (ESL), immigrant students, who have completed their first year of college at BSU, perceive themselves as linguistically prepared for college life. Linguistic preparedness is critical for successful participation in the classroom and completion of required work. The research seeks to identify and analyze the programs BSU has established to assist this population in their adaptation to college life and in acquiring linguistic proficiency. The study employs a multi-tiered methodology beginning with semi-structured interviews with diversity administrators, ESL and Global Language faculty, informal interviews and interactions with members of the domestic and international, Black, ESL, immigrant population as well as interviews with research informants that are/were staff members of important resources at BSU, followed by rapport-building, participant and naturalistic (non-participatory) observations; semi-structured interviews with male immigrant students, female immigrant students who completed their first year of college. Selected by purposive sampling, the resulting case study of Bridgewater State University with respect to linguistic readiness for ESL immigrant students will offer emic (insider) perspectives of students’ own linguistic preparedness and contribute to a further understanding of the role of gender in linguistic readiness in the Black immigrant student population. Results offer insights into this population and generate recommendations that cater to struggling ESL students.



Thesis Comittee

Dr. Diana Fox, Thesis Advisor

Dr. Badiane Louise, Committee Member

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Original document was submitted as an Honors Program requirement. Copyright is held by the author.

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