Abstract
In this paper, I explore the perspectives of three adolescent Mexican English language Learners regarding their high school English as a Second Language (ESL) classroom experiences within an urban city in the southwestern part of the U.S. An additional purpose is to demonstrate how the three student participants did or did not invest their identities into the imagined communities of the mainstream program. The paper focuses on two major themes: (1) The ESL classroom provided a socially comfortable learning environment with little cognitively challenging material, and (2) The ESL class/program did not meet students’ expectations for their future careers. Due to the students’ disillusionment with the ESL program, despite its many strengths, they projected their hopes onto an imagined community of the mainstream program. This research can be of use to both teachers and researchers interested in understanding adolescent immigrants’ perspectives on their ESL schooling experiences.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
