Statewide research shows that English language learners who graduated from a U.S. high school are at least twice as likely to complete transfer-level English if they enroll in the course directly rather than taking a stand-alone ESL class. However, those students often benefit from support in English language conventions and cultural context. To address this, colleges across California are designating specific sections of transfer-level English for ESL students. Learn about Irvine Valley College's model and strategies to address the writing and language needs of ESL writers in transfer-level English.
ESL instructors sometimes avoid difficult topics like race, civil rights, or immigration in the beginning ESL classroom out of concern that the language of those topics might be too "advanced.” However, our students engage with such difficult topics on a daily basis, so early exposure to, and practice with, that language may benefit them. In this Nov. 6, 2020 webinar, the presenters share approaches to discussing complex social issues in beginning ESL classrooms with examples from their classrooms.
Tone, facial expressions, voice, and other social cues are often lost in online classrooms where interactions are primarily text-based. Flipgrid helps reclaim these vital aspects of communication, enabling instructors and students to have asynchronous video conversations. The magic happens as connections and a strong class community are formed -- even from a distance.
Though ESL and English have long been seen as two very separate disciplines, viewing the same students’ writing across multiple semesters reveals that students’ English can and does develop as they tackle the challenges of college-level coursework. Following a close examination of selected students’ work, the presenters will share inclusive practices to support students from varied cultural and linguistic backgrounds in composition courses.
The Citrus College Math Department implemented interactive, high-challenge, high-support pedagogy in all of their open-access corequisites for transfer-level math. Professors Tracy Nguyen and Victoria Dominguez are both experienced online instructors who were instrumental in helping to quickly move this innovative pedagogy into online classes during the current crisis. They share tips and strategies used in Statistics and Applied Calculus with corequisite support.
Rachel Polakoski from Cuyamaca College and Kathy Kubo from College of the Canyons have successfully taught Statistics with concurrent support using high-challenge, high-support pedagogy. They share tips and strategies for taking this pedagogy into the online environment.
CAP leader and Cuyamaca ESL Professor Guillermo Colls shares tips and tricks for moving an ESL course online and answers your questions as we all work to move our classes online.
Recorded version of webinar by Citrus College English instructor Jamie Dingman, addressing questions and concerns of faculty making the sudden shift to online instruction due to Covid-19.
Free and open online Statistics course developed by faculty at Los Medanos and Cuyamaca colleges
Prepared for the 2017 CAP Community of Practice, this packet includes thematic outlines from accelerated, integrated reading and writing courses taught by past participants of the program. Each outline provides the theme, primary texts, and inquiry questions for the course, along with the name and email address of the instructor who developed the course and is willing to share materials.
This handout was produced for CAP faculty workshops. It outlines the major texts, tests, papers, and rubric from Katie Hern's accelerated course at Chabot College, along with the CAP instructional cycle for integrating reading and writing.
In these handouts developed for faculty participating in the CAP Community of Practice, we define six broad strategies for addressing the affective domain, with sample practices for each, and we offer ideas for how faculty can employ a "growth-oriented" approach to grading student work in English composition.
Addressing an important gap in the dialogue about college completion, this brief goes beyond discussions of curricular structure to focus on how faculty teach. It articulates a core set of principles and practices for teaching in accelerated models of English and math, with illustrations from community college classrooms across California.
Read more >