27.3672, Diss: Economizing Education: Fee-Paying ESL Students in a Public High School

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LINGUIST List: Vol-27-3672. Fri Sep 16 2016. ISSN: 1069 - 4875.

Subject: 27.3672, Diss: Economizing Education: Fee-Paying ESL Students in a Public High School

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Date: Fri, 16 Sep 2016 15:51:45
From: Ryan Deschambault [ryan.deschambault at ubc.ca]
Subject: Economizing Education: Fee-Paying ESL Students in a Public High School

 
Institution: University of British Columbia 
Program: Teaching English as a Second Language 
Dissertation Status: Completed 
Degree Date: 2015 

Author: Ryan Deschambault

Dissertation Title: Economizing Education: Fee-Paying ESL Students in a Public
High School 

Dissertation URL:  http://hdl.handle.net/2429/55539

Linguistic Field(s): Applied Linguistics


Dissertation Director(s):
Steven Talmy

Dissertation Abstract:

The reliance upon international students in Canadian education has resulted in
a growth in research investigating students’ and institutions’ academic,
social, cultural, pastoral, and (English) language learning experiences from a
range of research perspectives and methodological approaches. Cumulatively
these studies have resulted in more informed, better designed, and more
reflexive programs and services. However, the majority of research has been
conducted in tertiary settings, and thus overlooks the increasingly salient
role of international students in K-12 public education in Canada,
particularly in secondary schools. 

This year-long, ethnographic multiple case study examined the category of
fee-paying international students (FIS) at the pre-tertiary level as it was
realized across multiple actors, sites, and dimensions of the public education
system. Broadly situated in a language socialization paradigm, the study first
identifies how residency, funding, and English language function as key
discursive resources in portrayals of FIS as they occur in K-12 education
policy texts and in stakeholder accounts of FIS-related practices. The focus
on policy and practices is followed by an analysis of four focal students’
experiences as FIS, which begins with a consideration of students’ homestay,
socioeconomic, and (English) language circumstances outside of school. The
analysis then concentrates on the most significant cultural process for FIS
students’ school-based socialization: ‘getting out of ESL’. It highlights the
situated, contingent nature of the process as it was constructed across
school- and classroom-specific practices and interactions, but more
consequentially, it describes how students’ economizing of the process of
‘getting out of ESL’ was central to their learning, to their varied
trajectories, and thus was inextricably linked to the category of FIS. Through
the multi-level account of the significance and impact of the category of FIS
in a Canadian K-12 public educational setting, and the complexity that
characterizes FIS socialization in that setting, the findings of the study
underscore the fundamental, though often unacknowledged, relationship between
the internationalization of K-12 public education and ESL services, teaching,
and learning. In demonstrating how this relationship between FIS and ESL is
relevant for students, teachers, and schools, the study identifies an
important area for future research in applied linguistics.




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