Education - ESOL Motivation
Introduction - General Motivation Issues in American Undergraduate Education: One of the unanticipated consequences of dramatically increased enrollment in college-level education in the last half of the 20th century is the dilution of its value as a bona fide credential. In the 1950s and 60s, college degrees provided relatively reliable assurance that a prospective employee had already demonstrated a focused dedication to pursuing a specific career in an area of academic interest or personal aptitude (Mills 1953). By the end of the century, advanced education had become extremely accessible and high school graduation alone became the primary criteria required for admissions into many institutions of higher education. Lower academic standards for admission eventually changed the academic profile and, eventually resulted in a tremendous change in the fundamental attitude of many university and college students toward their studies as well as in their general degree of motivation. Specifically, many more American students now enroll in undergraduate studies without any academic interest in any particular course of study. Whereas the American student of earlier generations
Before the dilution of college entrance, performance, and graduation requirements, a college degree generally ensured that new hires were literate, proficient written communicators with time management and prioritization skills useful in any general business environment. Few institutions require selection of an academic major course of study until the end of the sophomore year, and students typically change that designation at least once and often twice during their academic careers; more than a few extend their college years beyond the four originally anticipated to satisfy academic major requirements after late selection. Finally, the fact that a much higher proportion of ESOL students pursue careers in the technical sciences and medicine also plays a role in understanding the different degree of motivation evident so often as between ESOL students and their American-born classmates. Motivation in English-to-Speakers-of-Other-Language Students: Generally, the process of proceeding from high school to college and university undergraduate programs for American students is a matter of filling out some forms, forwarding various pieces of documentation, issuing checks for application and enrollment fees, and checking off a few boxes of roommate preference issues for dormitory placement. By contrast, foreign students pursuing advanced education in American institutions are widely regarded as approaching their educational commitment that is more reminiscent of the American era where a college degree provided a more reliable indication of literacy and a seriousness of purpose more conducive to fulfilling professional responsibilities shortly after graduation and without extensive on-the-job training in fundamental business and communications skills (Stanley & Danko 1998). In that respect, employers are partly to blame for elevating the practical need for a "four-year degree" instead of a degree in a specific academic area of some relation and relevance to business functions. is heavily represented precisely, by those whose very effort to learn English suggests, on its own, a more serious commitment to higher education. On the other hand, it is perfectly understandable how that evolved, because in previous generations, acquiring any undergraduate degree did, more often than not, constitute reliable evidence of certain general skills and aptitudes much more commonly associated with college graduates than with non-graduates. By contrast, very few foreign ESOL students ever just "drift" into American institutions of higher education and one of the most obvious indications of the difference in their approach to education is evident by their motivation and the sense of purpose required of their sacrifice. Conclusion: Fifty years ago, a college degree was, more than likely, an indication of preparedness for entry into a professional career track, even without regard to any specific major course of undergraduate studies. The situation is significantly different for most ESOL students, many of whom sacrifice the company of their families for the duration of their college education and incur financial debt just to make the trip to the United States. generally entered higher education with a very purposeful goal of acquiring a specific degree necessary to pursue a definite career track, (Stanley & Danko1998) contemporary American college students more often have no particular academic interest (or no idea what career they hope to pursue); they seek a "sheepskin" for the general purpose of not being excluded from potential entry positions that specify "four-year degree required" (Stanley & Danko1998). By the turn of the 21st century, many American high school graduates simply "drift" into college because an undergraduate degree is virtually a prerequisite for entry into professional business, mainly by virtue of a reputation that accomplishment earned several generations of students ago.
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