| This qualitative study explored ESL high school students' academic and social support needs from their perspectives as well as those of their teachers. Data was collected through focus group student interviews, and one-on-one teacher interviews. This data was then categorized into the following major themes: (1) learning preferences/teaching strategies, (2) benefits of ESL program, (3) academic and social integration, (4) accomplishments and challenges, (5) attitude and ambitions. Findings indicated: (1) initial isolation, and double integration challenge, (2) benefits of the school's multicultural environment, (3) shortage of ESL support, (4) benefits of peer-tutoring and (5) ideal class size of 14. Respondents also commented that the school needs more ESL related curriculum, a computer language laboratory, funding for extra and intra-curricular activities, peer-tutoring sessions, more ESL qualified teachers, and financial support for ESL training. The study recommended alternative approaches to traditional mainstream ESL models, as well as identified ways of teaching and integrating ESL students into the Canadian educational system and society. |
