An interpretive case study: The experiences and perspectives of Chinese, Korean and Japanese English language learners in a private urban university

This dissertation is an interpretative qualitative case study of salient issues that undergraduate international English language learners discussed during interviews. Interview data was triangulated with non-ESL class observations and information from an English Speaking Journal. Participants were enrolled in undergraduate university classes after completing an ESL program within the university. Participants were concerned about their ability to understand classroom discourse, participate in class discussions, and engage in interaction outside of class. There was evidence that English language learners were isolated from significant interaction with native English speakers, in part, because the majority of the non-ESL observed classrooms were teacher-fronted. In order to enhance the education of students, more learner-centered pedagogy is suggested.;In group work, there was also evidence that Asian English language learners were stigmatized and cut off from interaction with native English speakers. Participants discussed critical incidents they had experienced which transgress boundaries of civil behavior and which may reinforce feelings of fear and intimidation involved in speaking. Further, while resistance was shown by one male, participants accepted their deficient positioning silently and uncritically. There were differences which merited separate chapters for freshmen/sophomores and juniors/seniors. Freshmen/sophomores seemed to have different challenges and perspectives from juniors/seniors. All participants emphasized the fear and nervousness when speaking English, especially with native English speakers. However, juniors and seniors had more self-confidence, related, in part, to the support they received from teachers, as well as to their improved agility with American culture, and ability with English. They also seemed more able to articulate and analyze their situations. Critical pedagogy is suggested to enhance the learning of all students. Critical pedagogy encourages student empowerment through the recognition of the constraints of the societal context, as well as possible action toward a more just and democratic society.