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dc.contributor.authorSchwartz, Michael W.
dc.date.accessioned2012-08-28T17:52:00Z
dc.date.available2012-08-28T17:52:00Z
dc.date.issued2012-08-28
dc.date.submittedJuly 2012
dc.identifier.urihttp://hdl.handle.net/1928/21075
dc.description.abstractThis is a case study of four international English L2 students transitioning from their home countries into the academic context of a US university. It investigates the intersections of identity and investment as English L2 students interact with English resources, and how proficiency may or may not mitigate the type and quality of access to English resources. Furthermore, the study proposes a learner as agent framework for understanding the processes of gaining access to English resources. Finally, the study argues that proficiency is a complex issue that needs to be analyzed and defined locally rather than globally and that decontextualized proficiency assessments only provide a partial account of an L2 learner’s language skills.en_US
dc.language.isoen_USen_US
dc.subjectSecond Language Aquisitionen_US
dc.subjectESLen_US
dc.subjectQualitative Case Studyen_US
dc.subjectDiscourse Analysisen_US
dc.subjectApplied Linguisiticsen_US
dc.subject.lcsh
dc.subject.lcshSecond language acquisition
dc.subject.lcshEnglish language -- Study and teaching -- Foreign speakers
dc.subject.lcshApplied linguistics
dc.subject.lcshDiscourse analysis
dc.titleEFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITIONen_US
dc.typeDissertationen_US
dc.description.degreeEducational Linguisticsen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Language, Literacy and Sociocultural Studiesen_US
dc.description.advisorMeyer, Lois M.
dc.description.committee-memberMorford, Jill P.
dc.description.committee-memberPeele-Eady, Tryphenia
dc.description.committee-memberRomano, Susan


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