Master of Arts (MA)
Faculty of Science
The goal of this research project, therefore, was to develop an understanding of the educational experiences of ESL youth so as to identify the facilitators and inhibitors of early school-leaving. Participants shared their recognition of the value of education. They also spoke of the ways in which negative interactions with teachers and peers, inflexible school practices and policies, financial responsibilities, lack of time, and perception of low levels of English-language proficiency negatively affected their educational experiences. Among the factors facilitating a positive educational experience were teachers who went out of their way to provide the youth with extra assistance and to integrate them into the school; peers who provided academic, linguistic, and social support; and limited or no financial responsibility. To the extent that the participants' felt that their needs were met and they were integrated in the social and academic world of the school, they were facilitated in accessing the available educational opportunities.
Lymburner, L. Maureen, "'It was all connected': Understanding and addressing early school-leaving among learners of English as a second language" (2005). Theses and Dissertations (Comprehensive). 763.