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Transfer Capital or Transfer Deficit: A Dual Perspective of English Learning of ESL College Transfer Students

Author

Listed:
  • Dennis Foung

    (School of Journalism, Writing, and Media, The University of British Columbia, Vancouver, BC V6T 1Z2, Canada)

  • Kin Cheung

    (School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China)

Abstract

This research addressed a research gap in scrutinizing the language problems of English as a second language (ESL) transfer students (TSs) with regard to the aspects of “transfer deficit” and “transfer capital”, instead of simply labelling the use of English as a “transfer deficit”. One hundred and twenty-four TSs participated in this qualitative study. From qualitative content analysis, three main categories were identified: (a) English competence as transfer capital; (b) English competence as transfer deficit; and (c) transition from deficit to capital. Based on the results, educational practitioners are advised to pay attention to the specific implications of proficiency-based courses, with support measures not limited to essay-writing or referencing skills, but including advanced research writing genres such as the Capstone Project.

Suggested Citation

  • Dennis Foung & Kin Cheung, 2021. "Transfer Capital or Transfer Deficit: A Dual Perspective of English Learning of ESL College Transfer Students," Sustainability, MDPI, vol. 14(1), pages 1-14, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:214-:d:711429
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    References listed on IDEAS

    as
    1. Kin Cheung & Tsz Leung Yip & C L Johnny Wan & Hilda Tsang & Lillian Weiwei Zhang & Anna Parpala, 2020. "Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context," PLOS ONE, Public Library of Science, vol. 15(5), pages 1-23, May.
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