Lost in Translation: A Taxonomic Analysis of Generation 1 Learner and Faculty Expectations

ABSTRACT

Generation 1 learners are adult immigrants who first enter the U.S. educational system through adult ESL before transitioning to credit courses. Based on interview and observation data from six Generation 1 learners’ first term in college courses, this taxonomic analysis explores the learners’ expectations of what it means to be a student through studying and follow[ing] the instructor. Findings illustrate learners’ complex understanding of what it means to be a student but that their expectations may not align with faculty expectations. When misalignment occurs, Generation 1 learners can struggle to legitimize their identities as college students and assert their belonging in college classes. The findings suggest implications for expanding researchers’ recognition of culturally and linguistically diverse students and for modifying practice to include stronger communication between faculty and students regarding institutional expectations related to student participation.

KEYWORDS:

• Academic readiness and success
• developmental education
• English as a second language
• Generation 1 learners

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Emily K. Suh

Emily K. Suh is an Assistant Professor of Developmental Literacy at Texas State University where she teaches graduate courses in the theory, research and practice of developmental literacy. Her research interests include culturally and linguistically diverse students’ identity enactment and agency as well as developmental educators’ professionalization and resiliency. Her work has been published in the Journal of Developmental Education, Teaching English in the Two-Year College, and the International Journal of Multilingualism.