Student ambassador program of peer-mentoring among English language learners, 2021

Item — Call Number: MU Thesis Vil

Identifier: b7930734

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2021

Creator

Villarreal, Angello R. (1987- ) (Author, Person)
Fitzgerald, Jason C. (Thesis advisor, Person)
Henning, John E. (Thesis advisor, Person)
Salvatore, Michael H. (1975- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 106 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

As the percentage of immigrants in the United States continues to grow, many immigrant students deal with different types of difficulties, and struggles. The challenges an Emergent Multilingual (ESL/ELL) student experiences when they arrive in the US, and when they walk in for the first time in an American school [sic]. The purpose of this qualitative study is to answer the question: What is the impact of peer-mentoring among Emergent Multilingual (ESL/ELL) students? Two related questions will also be explored: (a) What is the impact of the Student Ambassador Program in the school community? (b) How does peer-mentorship support the growth, and assimilation of students during the culturalization process? To answer this question, the case of the: Student Ambassadors program [sic] will be explored, triangulating information from the student mentors, the student mentees, and teachers and administrators at one high school.

In this qualitative study, different stakeholders express their feedback on having the Student Ambassador Program (peer-mentoring among ELL students) in the school community. Contrary to what some people may believe, providing more leadership and mentoring opportunities to Emergent Multilingual (ESL/Ell) students from current Emergent Multilingual (ESL/Ell) students, [sic] creates connections with the school community by giving students from different ethnic backgrounds a voice.

Partial Contents

Abstract -- Dedication -- Acknowledgements -- 1. [Introduction/definitions of terms/limitations] -- 2. [Assimilation & accommodation/risks/role models/changing dynamics/mentoring] -- 3. [Participants/settings/Student Ambassador Program/data] -- 4. [Introduction/cross-cutting themes/within group themes/interaction/summary] -- 5. [Discussion/implications/limitations/future research] -- References -- Appendices.