CAPacity Gazette – February 2021
February 1, 2021
In the fifth issue of the California Acceleration Project’s newsletter:
Window into ESL-Designated Models of Freshman Composition
January 1, 2021
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
Still Getting There: How California’s AB 705 Is (and is not) Transforming Community College Remediation and What Needs to Come Next
December 1, 2020
How California’s AB 705 Is (and is not) Transforming Community College Remediation and What Needs to Come Next New report shows huge promise of legislation overhauling English and math remediation but many students are left out, especially Black and Latinx students Still Getting There, a report from the California Acceleration Project and Public Advocates, examines the second
Webinar: Real Talk – Discussing Complex Issues in the Beginning ESL Classroom
November 1, 2020
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,
Webinar: The Changing Landscape of ESL in California Community Colleges
September 1, 2020
This September 18, 2020 webinar features researchers from the Public Policy Institute of California (PPIC) and the Multiple Measures Assessment Project (MMAP) co-presenting on the landscape of English as a Second Language (ESL) programs in the California Community College system, with a focus on the variations in ESL pathways statewide and an exploration of pathways that help
Webinar: Across the False Divide
August 1, 2020
Supporting English Learners in College-Level Composition 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
Webinar: Tips for Maintaining a High Challenge, High Support Math Pedagogy in Online Corequisite Courses
April 1, 2020
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