Horizontes: A Culturally Grounded E.S.L. College Entry Project for Latino Students. Fall '92, Winter '93 Pilot Phase.

Autor/inn/en	Marsiglia, Flavio Francisco; Guy, Trevor
Institution	Cuyahoga Community Coll., Cleveland, OH.
Titel	Horizontes: A Culturally Grounded E.S.L. College Entry Project for Latino Students. Fall '92, Winter '93 Pilot Phase.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Attendance; Bilingual Education Programs; Community Colleges; English (Second Language); Language Experience Approach; Latin American Culture; Latin Americans; Mentors; Outcomes of Education; Pilot Projects; Program Descriptions; School Holding Power; Spanish Speaking; Team Teaching; Two Year Colleges + Suchen Sie Ihr Suchwort? Akkulturation; Anwesenheit; Community college; Community College; English as second language; English; Second Language; Englisch als Zweitsprache; Language; Languages; Experience; Sprache; Erfahrung; Latin America; People; Lateinamerika; Bevölkerung; Volk; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt; Teamteaching
Abstract	Project Horizontes is a culturally grounded English-as-a-Second Language (ESL) retention project developed for Latino students enrolled at the Metropolitan Campus of Cuyahoga Community College in Cleveland, Ohio. The theoretical assumption underlying the design of the project is that bilingualism should be treated as an expansion of expressive capabilities rather than a barrier. If strengths in both languages and cultures are respected and further developed, functioning should significantly improve as reflected in grades and language tests, retention should be markedly improved within and across quarters, and positive assimilation will be expedited. The initial project design featured two concurrent courses, a standard intermediate ESL grammar course taught in English, with some limited reinforcement in Spanish, and a team taught ESL course featuring Latino cultural awareness taught in Spanish, English writing with reinforcing concepts in Spanish, and a college survival skills component in English. In addition, the program included support groups; faculty mentorship; and supplemental social activities, lectures, and luncheon forums. After implementation in fall 1992 and winter 1993, an overall quarter completion rate of 89% was achieved and persistence was high compared to anecdotal accounts of prior cohorts. In addition, 80.7% of students had a 90% or better attendance rate, English language test scores showed a 33% increase, and participant attitudes remained positive throughout the program. (Contains 19 references and a winter 1993 syllabus.) (Author/KP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC