Date Approved

3-11-2026

Embargo Period

3-11-2026

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

Advisor

James Coaxum, III, Ph.D.

Committee Member 1

Ted N. Ingram, Ph.D.

Committee Member 2

Alex Kumi-Yeboah, Ph.D.

Abstract

This study investigated the gaps and limitations in language transition and the educational experiences of high school students born in Ghana who are English Language Learners. The research analyzed migration patterns within this group and how these experiences affect their integration into the American education system. It also examined whether culture and acculturation influence this transitional process. The study explored the language transition process, learning experiences, and cultural shifts within English-dominant educational systems, emphasizing participants' lived experiences and any challenges they faced during their transition. Although English is Ghana's official language, significant dialectal, exposure, and teaching-quality differences affect students' proficiency levels when they enter new academic environments abroad. Using a qualitative methods approach, this research combined interviews and focus groups with Ghanaian ELL students. Although Ghanaian students generally possess basic English skills, some face limitations with academic vocabulary, pronunciation, and classroom discussion norms. Factors such as cultural identity, prior educational experience, and social isolation significantly influence their language development and overall integration into school. The study highlights the importance of customized transitional strategies for new migrants, such as targeted counseling and student orientation, to support their smooth integration into the new dominant culture and environment.

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