An ethnographic study of E.S.L. students at a Canberra high school

Abstract

This ethnographic study was undertaken in order to examine the problem of many of our E.S.L. students' slowed academic progress in high school. The study found culture shock and culture conflict, low self-esteem and poor motivation, established learning styles and unsuitable teaching techniques, personal and societal identity confusion to be factors preventing such students from achieving their full potential.

Date of Award	1984
Original language	English