Restricted Access Thesis
This study seeks to determine how undergraduate Hmong students perceived their K-12 ESL experiences as it relates to their academic education. It documents personal opinions of ESL support from former K-12 ESL students. Key sources were Watt & Roessingh (2001) and their study on early academic success leading to continued academic success, as well as the importance of parental involvement as studied by McNall, Dunnigan & Mortimer (1994). Participants of the research were undergraduate Hmong students from a private college that had all received ESL services in their K-12 education. The research methods used in the study were questionnaires and focus groups. The study concluded that for these Hmong undergraduate students, parental involvement, ESL teacher support, and participants' intrinsic motivation had positively impacted them in their educational experience.
Myhrer, Erin Elizabeth, "How ESL support shapes students: perceptions of the K-12 ESL experience by Hmong undergraduate students" (2011). School of Education Student Capstone Theses and Dissertations. 461.