Literaturnachweis - Detailanzeige
| Autor/in | Bayraktar, Breana |
|---|---|
| Titel | Supporting English Language Learners in the Era of Direct Enrollment |
| Quelle | In: Inquiry: The Journal of the Virginia Community Colleges, 26 (2023) 1, Artikel 5 (32 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2832-2649 |
| Schlagwörter | English Language Learners; Community Colleges; Student Placement; Mathematics Education; College English; Community College Students; Introductory Courses; Enrollment Trends; Academic Support Services; Second Language Learning; Required Courses; Curriculum Development; Virginia |
| Abstract | In the spring of 2021, the Community College System in which the author works was in the middle of a planned three-year pilot of math and English self-placement ("Direct Enrollment") procedures. Concerns about the significant English language learner (ELL) population at one institution led to the development of a corequisite support course designed to support English language learners as they enrolled in first-semester composition. This course is considered a "gateway" course, with success rates hovering around 60% for traditional students, dropping to under 35% for students age 25 and older. As the planned pilot of Direct Enrollment was underway, faculty and administrators at the College were concerned about how placement and enrollment changes would impact the success of ELLs. In this article, the author outlines the problems faced by two-year institutions with large ELL populations and presents data on success rates in transfer-level English, including the impacts of English Direct Enrollment and the ELL corequisite support course pilot. The author then provides recommendations for how the community college system can support ELLs in accessing the support they need to succeed. (As Provided). |
| Anmerkungen | Virginia Community College System. e-mail: info@vccs.edu; Web site: https://commons.vccs.edu/inquiry/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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