TRANSITIONING FROM ESL TO ENGLISH 101

This thesis focuses on U.S.-educated multilingual students as they transition from a community college academic English as a Second Language program to and through a semester-long first-year composition course. Research on non-native English speakers has indicated that U.S.-educated multilingual students have both similar and varied background and literacy experiences compared to native English speakers and international students; they also often present unique literacy needs compared to their peers. These various and shifting similarities and differences sometimes complicate placement and instruction in college courses. My case study focused on three U.S.-educated multilingual students ’ experiences in the final semester of a community college academic ESL program and in the first semester of first-year composition. I analyzed data from observations, semi-structured interviews, and written artifacts, such as syllabi, assignment sheets, and students ’ written compositions, to locate themes that helped me answer my research questions: What are the experiences of U.S.-educated multilingual students in mainstream composition courses in community colleges? And, how can community college ESL programs bette