This 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 learners language skills.'
Second language acquisition, English language -- Study and teaching -- Foreign speakers, Applied linguistics, Discourse analysis
Level of Degree
Language, Literacy, and Sociocultural Studies
First Committee Member (Chair)
Morford, Jill P.
Second Committee Member
Third Committee Member
Schwartz, Michael W.. "EFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITION." (2012). https://digitalrepository.unm.edu/educ_llss_etds/41