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. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_39820 |
| Contributors | Batchelor, Claudett V. (author), Leeds, John (Thesis advisor), Florida Atlantic University (Degree grantor), Dorothy F. Schmidt College of Arts and Letters, Department of English |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 77 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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