ELL Student-Athletes' (ELLSA) Social Integration and NCAA Educational Practices

Abstract

This study examined English Language Learner student-athletes (ELLSAs) from a Midwestern, Division I NCAA affiliated institution of higher learning. This study also aimed to better understand the ELLSA population, which is currently heavily under investigated. The cross-sectional survey included 41.6% of the population. After the survey, ethnographic interviews were conducted with three ELLSAs in order to begin building an understanding of the complex identities ELLSAs possess. The researcher distinguished various identities through this work and accounted for personal, academic, social, and athletic identifications. Additionally, information was gathered that pertained specifically to the various types of support groups within the ELLSAs' community of learners (teammates, coaches, tutors, academic advisors, university instructors, etc.). Some recommendations for bolstering support services include: hiring ELL-trained learner specialists, creating innovative means for responsible socialization into the greater campus community, and taking a critical look at how much time an ELLSA must spend on athletic training in a typical day. This study specifically underscores the necessity for on-going studies on the ELLSA population in order to develop a more student-centered approach and maintain the overall well-being of student-athletes.