Variables of high-performing Hmong English learners
Author(s):
Vue, Tachua
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : California State University, Fresno, 2011.
Pages:
142
Language:
English
Abstract:
Across the nation, the growing number of non-English speaking students continues to increase. With the significant number of English Language Learners entering the school system, it is a cause for concern that these students are not performing academically at the same level as other students. An existing group of English Language Learners are Hmong students. Hmong English Learners, in particular, face challenges in their pursuit of academic success as a result of English as a second language. As one of the immigrant groups in the United States, Hmong students are faced with many challenges in the school system, one of these challenges includes acquiring a second language. Presently, there is existing research pertaining to programs and issues of unsuccessful English Language Learners, but limited research on the factors that lead to the academic success of English Language Learners. Therefore, a particular interest for this study was to examine the variables of high-performing English Language Learners in the K-12 educational sector, particularly for Hmong students. A qualitative study was conducted with a focus on gaining a deeper understanding of the various experiences of high-performing Hmong English Learners. The data from this study was gathered through interviews and document analysis, and the findings indicated that the overarching variables of high-performing Hmong English Learners were teacher support, the act of balancing the two worlds they exist in, and self-determination.