Intercultural competency in TESOL: A study of immigrant English learners
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This thesis investigates the educational expectations of immigrant students at Wichita State University. The data primarily compares students from Africa and from other countries and continents’ educational expectations while additionally comparing students from the Democratic Republic of the Congo (DRC) specifically with students from other countries of Africa. While a considerable amount of research has focused on effective ways to teach English to speakers of other languages (TESOL) in general, little to no research has been administered concerning TESOL for Africans in particular. This is a gap in the literature, especially in refugee cities such as Wichita, Kansas that saw an upward of 200 African refugees resettled in 2019 (US Department of State, 2019b). This is a gap in the literature, especially in refugee cities such as Wichita, Kansas that saw an upward of 200 African refugees resettled in 2019 (US Department of State, 2019b). This research fills this gap by conducting a survey of immigrant students at Wichita State University. Immigrant students were asked to complete a survey describing their cultural and linguistic background and education expectations. The results of this research study will promote further development of English as a second language (ESL) programs for Africans–and possibly refugees–as well as intercultural competency in Wichita, Kansas.
Honors thesis (HB)-- Wichita State University, Dorothy and Bill Cohen Honors College.
Accepted in partial fulfillment of the requirements for the degree of Honors Baccalaureate with concentrations in Communication Sciences & Disorders and Linguistics.