Date of Graduation
Doctor of Education (Ed.D.)
School of Education
International and Multicultural Education
International & Multicultural Education EdD
Mohammad Sedique Popal
There is insufficient research on the role of homestay accommodations on the development of pragmatic comprehension of students in intensive English programs (IEPs). This case study conducted in San Jose, California explored the experiences and perceptions of four IEP students in response to these questions: (1) In what ways do IEP students and their host families understand the role of homestays as part of their English language development? (2) What are IEP students’ in homestays awareness and comprehension of conversational implicatures? Research data included separate pre- and post-interviews with four students and a member of their host families, five student journals, and pre-and post-Pragmatic Listening Test scores.
The study found that students who understood the value of participation and the importance of observation in their language socialization within the host family were satisfied with the homestay experience and the degree to which they perceived their English had improved. Another finding was that the host doesn’t necessarily have to be a native speaker of English but does have to dedicate time to spend with the student. The research showed that large, multicultural and multilingual families provided the most opportunities for language socialization. Finally, hosts would have liked more training on how to help their students improve their language skills. The research suggests a number of practices that can be employed by all stakeholders (student, host, homestay provider, and IEP) to ensure active participation in the language learning process.
McGregor, S. (2019). The Role of Environment on Second Language Pragmatic Comprehension: A Case Study of Intensive English Program Students in Homestays. Retrieved from https://repository.usfca.edu/diss/512