Window into ESL-Designated Models of Freshman Composition

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 …

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Webinar: Real Talk – Discussing Complex Issues in the Beginning ESL Classroom

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, …

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Webinar: The Changing Landscape of ESL in California Community Colleges

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 …

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A Seat at the Table

Supporting Student and Teacher Capacity in Corequisite English Remediation and Accelerated ESL A Seat at the Table features three colleges where corequisite remediation and accelerated ESL instruction are producing substantial gains in completion and equity. Sacramento City College and San Diego Mesa College were among the first to begin replacing traditional basic skills English courses …

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