Supporting Success: Learning Assistance for Adult-Arrival Immigrant Students

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dc.contributor.authorSuh, Emily
dc.contributor.authorHodges, Russ
dc.date.accessioned2021-10-25T20:47:23Z
dc.date.available2021-10-25T20:47:23Z
dc.date.issued2020-05
dc.description.abstractGeneration 1 learners are multilingual, adult-arrival, immigrant students who begin their U.S. education in adult ESL. With their nontraditional academic backgrounds, these learners often require support when beginning postsecondary education; however, postsecondary learning assistance professionals may not understand these learners' unique needs and strengths. This multiple case study explores five learners' experiences accessing learning support during their first term in developmental education courses. Findings indicate that, although the learners were highly motivated to seek help, they remained confused over the roles and expectations of learning support professionals. Furthermore, support staff required additional knowledge and cultural competence to assist these students.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent8 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationSuh, E. K., & Hodges, R. (2020). Supporting success: Learning assistance for adult-arrival immigrant students. Journal of Developmental Education, 43(3), pp. 12-19.
dc.identifier.urihttps://hdl.handle.net/10877/14726
dc.language.isoen
dc.publisherAppalachian State University
dc.sourceJournal of Developmental Education, 2020, Vol. 43, No. 3, pp. 12-19.
dc.subjectlearning assistance
dc.subjectimmigration
dc.subjectstudents
dc.subjectcultural competence
dc.subjectpostsecondary education
dc.subjectCurriculum and Instruction
dc.titleSupporting Success: Learning Assistance for Adult-Arrival Immigrant Students
dc.typeArticle

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