lewko navigating transitions_leslla2011
TRANSCRIPT
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Navigating Transitions
Candace P. Lewko
LESLLA 2011
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Project Funding
an applied research project internally funded
by Applied Research and Innovation
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Navigating Landscapes: A Labyrinth
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Migrating Voices: Intricate Passages
• “Language equals access to work.”
• “Everything is time-consuming.”
• “I’m not lazy. I’m diligent. I don’t want to
show that I have difficulties.”
• “I lost confidence in myself.”
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Migrating Voices: Intricate Passages
• “I needed to be cared for.”
• “You have to learn on your own.”
• “[They] don’t understand my thinking.”
• “There is pressure to go into school right
away.”
• “We need to speak a common language.”
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Honouring the Stories
• by acknowledging the personal
experiences of each student.
• by understanding the uniqueness of each
student’s needs.
• by comprehending the desire to pursue an
education.
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Navigating Landscapes: Movement
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Project Impetus
• Internationalizing Campus (expand and maintain access)
• Increased enrollment of students of different cultural and educational backgrounds
– Barriers along educational journeys
– Barriers are compounded by others which cannot be easily seen or remedied:
• Adapting to a new host culture and learning environment
• Meeting academic requirements and expectations that grant them the Canadian education they are pursuing
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The Project Goals
Primary Goal:
This present study seeks to investigate levels
of support for LESLLA transitioning into
post-secondary studies
Tertiary aims are twofold:
– Identify gaps, barriers or struggles students face
in transition
– Explore strategies to enable a better transition
experience and promote success during transition
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Primary Research Question
• What factors or barriers influence the
adjustment of adult learners’ transitions
into post-secondary studies?
– implications for understanding these
barriers
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Navigating Landscapes: Definition
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The Distinctness of the Project
• This study focuses on one learner demographic
(LESLLA) a significant portion of the student
population
– involved in complex processes of navigating
around and adjusting to a new learning
culture
– in constant states of negotiating between the
complexities of a new culture and education
system, and adjusting to a new life
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The Details
• stages of acculturation which can
compound the educational experience
• Face barriers that limit them from
succeeding with their educational agendas
(institutional policies may marginalize,
underrepresent, or generalize)
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The Literature
• much value in the research that looks at
how socioeconomic and literacy
barriers impact the attainment of a
post-secondary education
– adjustment challenges host learners face
such as learning a new language, integrating
into a new campus culture, and making new
friends (Constatine, Anderson, Berkel &
Utsey, 2005; Surdam & Collins, 1984).
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The Literature
• Current research on academic success and
language and literacy development
specifically English Language Learners
(Vinogradov and Liden 2009; Schönwetter,
Clifton, & Perry, 2002; Harklau, 1999) has
identified barriers that impact the academic
success of English Language Learners
transitioning into college.
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The Literature
• additional language acquisition and
acculturation processes (Brilliant,
Lvovich, and Markson, 1995)
• language and learning barriers students
face while in college level courses
(Cazden, 1988; Chaudron, 1988; Ellis,
1990; Zamel & Spack, 2004)
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Navigating Landscapes: Roots/Routes
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The Project
• Qualitative study that targeted adult learners enrolled in college programs
• Eight face-to-face interviews
– participants ranged from ESL to (former) LESLLA
– More are coming forward!
• The conversation: transition experience; academic and social life; family and community life
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Following One Path
• Approaching transitions
– “I used to do this and it worked. So I tried it here.”
• Learner enters with some prior experience; inlays one experience onto another; processes do not translate
– each transition brings on a new way of navigating
– difficulty navigating the differences
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Following One Path
• diverse educational landscapes –negotiating processes that form pathways
– had few educational opportunities in home country
– attended high school in Canada (graduated)
– attended an ESL Literacy program
– went from a part-time to a full-time Business Admin student in college
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Following One Path
• Translating processes (more complex educational system)
– Come with educational goals (how to translate those goals)
• time (reality and expectations=misconceptions)
• social success: developing peer relations
• initiative to seek out help
• accommodating learners to expand educational opportunities
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Navigating Transitions
• The project provided insights into understanding the multiple transitions traveled between of home, school, and community.
– How are students navigating new educational environments?
• transitions laden with prerequisites, grades, course expectations, policies or general program expectations
– Look at the intricate nature of student’s actions, decision-making processes
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Navigating Landscapes: Peaks
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Helping Students to Reach the Highest Points
• Entrance into-newness of the environment; socializing; connecting; seeking help
• Within transition-prioritizing; becoming; adapting; adjusting to the academic rigor; production-orientated; execution of skills; clarifying, relearning; self-styled strategies become more intentional; assessing what exists
• Departure-transitioning into yet new (work) communities
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Preliminary Summary
• Capture the experience inlayed in the social and personal
• Desires “a common language” to be used
• insight into the tension between the personal and the social and the experiences that surround their transitions – College success
– Educational attainment
• Negotiating these complex tensions: never out of the process
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Preliminary Summary
• Student reflections on their transitions and
adjustments to college life revealed
varying levels of satisfaction and
dissatisfaction while in transitions.
– Self-perceived barriers to the point of drop out
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Preliminary Summary
• Constraints (financial) forces student to
enter into self-sustaining and coping (crisis)
processes rather than ones which are
logistically created to sustain all levels of
support throughout the students’ education
• Entering into the system with a level of
preparedness only to be confronted with
new challenges that cannot be anticipated
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Preliminary Summary
• valuable commentary emerging from the data suggesting that ESL Literacy learners enrolled in college are facing more significant challenges such as learning in an academic way
– ineffective strategies used to negotiate processes
– frustration with being unable to navigate effectively and successfully in order to access college programs
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Preliminary Summary
• What shapes successful academic journeys?
– Capacity to support linguistic and academic
transitions
– Social networks are critical to success in school
– improve access and ease to undergraduate
studies by bridging those gaps students are
unable to navigate independently.
– Perceptions that some systems are less
advantageous
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Preliminary Summary
Working with adult learners
– needed to regain what was lost
– adopt strategies (innovations) to
maintain first careers from home
countries
– enhance the skills they already have
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Preliminary Summary
• the importance of collaboration amongst
college program developers and post-
secondary sectors that would motivate
students to go to college.
– What motivates students to go to
college?
• Bridging a gap: continuing an
education left behind in home country
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Navigating Landscapes: Emerging
Terrains
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Bringing the Stories to Light: The
Implications
• Prioritizing the students’ adjustment experiences minimizes the chances of barriers emerging while in transition
• Social support provisions encourages successful integration into new academic communities
• different forms of transitions and adaptations to them influenced the larger transition into college
• Rangel (2001) “academic invulnerability”
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Connecting Closely: Better Navigating the
Future
• Even though this project did not focus on
program and policy development, the data from
it may impact future institutional vision
statements surrounding the education of
adult learners from all cultural and educational
backgrounds.
• May call for revision of institutional
responsibilities surrounding the delivery of a
post-secondary education to LESLLA learners.
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A Sense of Agency: Defamiliarizing the
Familiar
• “You gotta believe that you are worth it.”