Closing The English Language Proficiency Gap In Post-Secondary Education In Canada

<p>The proposed research employed a mixed-method approach to investigate why the linguistic standards of the Canadian Language Benchmark (CLB) (levels 5–8) are deemed satisfactory for English as a second language (ESL) learners at the college level. An examination of the Canadian English Language Proficiency Index Program (CELPIP) identified why an ESL learner with a CLB level of 5–8 requires English support services in post-secondary education to achieve academic success in Canada. The CLB levels of six female participants were analyzed using a questionnaire in reading, writing, listening, and speaking to explore their English levels in articulating the language, pronouncing words, and understanding the meanings in alignment with course materials, assignments, and in-class tasks. Additionally, a focus group discovered a correlation between a participant’s current CLB level and the English support services. The questionnaire and focus group permitted the researcher to discern recurring patterns in their experiences using the English language at the college level.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Higher Education Leadership

Year dc:date.available

2021

Author dc:creator

• Lothian-Hendrix, Priscilla

Contributors dc:contributor

• Brian Hamluk

• English as a second language
• Reading
• Writing
• Listening
• Speaking
• Canadian English Language Proficiency
• Bilingual, Multilingual, and Multicultural Education
• Curriculum and Instruction
• Early Childhood Education
• Educational Methods

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/583

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1626