Date of Award
2017
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Leeds, John
Abstract
In this thesis, I examine the structure of developmental or remedial English education at U. S. two-year community colleges, specifically focusing on the disparities between Florida’s English for Academic Purposes (EAP), an English as a Second Language (ESL) program, and Developmental English (Dev English), a Basic Writing program. Both programs supposedly prepare disadvantaged and/or immigrant students for freshman composition, but they employ very different pedagogies. Drawing on existing research and my own experience as a student and a teacher, I present English as it is employed to assimilate and empower second-language users, investigate the role of Florida’s institution in promoting EAP over Dev English, and discuss issues of identity and the categorization of students. I close by recommending the teaching of English as a Second Language – reading, writing, and basic language skills – to all developmental students, immigrant or native, to equip them for higher learning and a competitive workforce.
Extent
77 p.
Recommended Citation
Batchelor, Claudett V., "A Consequence of English-First: Florida’s Separate and Unequal Writing Curricula" (2017). Electronic Theses and Dissertations 2010 - 2019. 1618.
https://digitalcommons.fau.edu/etd_general_6/1618
Identifier
FA00005921
Comments
Includes bibliography.|Thesis (M.A.)--Florida Atlantic University, 2017.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.