Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-09-06 DOI:10.1002/tesq.3260

Lei Jiang, Linda Harklau

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引用次数: 0

Abstract

Despite the substantive scholarship on secondary language education with multilingual learners (MLs) and growing body of work on MLs' postsecondary access, relatively few studies have examined the influence of educators other than classroom teachers such as high school counselors on MLs' academic outcomes. We report on a qualitative study comparing and contrasting college access beliefs and experiences of MLs with those of school counselors in one diverse school district in the southeastern U.S. Data come from mentoring sessions with students; interviews with school counselors; school documents; student record data; and student observations. ML and educator perceptions and behavior are interpreted through a Bourdieusian practice theory lens that sees college access as shaped by the interaction of student resources and dispositions with school social structures. In particular, we tap Bourdieusian notions of the role of institutional belief systems (or doxa) about college access to show how students negotiate discontinuities (or hysteresis) between their assumptions and beliefs and the new educational system they encounter. We find that despite counselors' best efforts, MLs faced significant challenges to college access. Implications are offered for how educational stakeholders can advocate for college‐bound MLs.

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多语言学习者进入大学的途径:学生，学校辅导员，和制度Doxa和滞后

尽管对多语学习者(MLs)的中学语言教育有大量的研究，而且对MLs的高等教育机会也有越来越多的研究，但相对较少的研究考察了课堂教师(如高中辅导员)以外的教育工作者对MLs学业成果的影响。我们报告了一项定性研究，比较和对比了美国东南部一个不同学区的MLs与学校辅导员的大学入学信念和经历。与学校辅导员的访谈;学校文件;学生档案资料;还有学生的观察。通过布尔迪乌实践理论的视角来解释ML和教育者的感知和行为，该理论认为大学入学是由学生资源和性格与学校社会结构的相互作用形成的。特别是，我们利用布尔迪乌主义关于大学入学制度信仰体系(或doxa)作用的概念，展示学生如何在他们的假设和信仰与他们遇到的新教育体系之间协调不连续(或滞后)。我们发现，尽管辅导员尽了最大的努力，MLs在进入大学方面仍面临着重大挑战。影响提供了教育利益相关者如何倡导大学绑定MLs。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.