Technical College Transition Experience From English as a Second Language Through Graduation

• In Event: Roundtable Session 12
  In Roundtable Session: Adult Education and Adult Literacy Research

Abstract

“What helps and hinders community college students who persist from English as a second language (ESL) through graduation?” This descriptive mixed methods study described the transition of alumni at one college (MTC) from ESL through graduation using the theory of margin (McClusky, 1963). Margin is expressed as a formula of load over power. Analysis of academic transcripts, interviews and a focus group suggested there was no singular path from ESL to graduation. Participants gained power from ESL teachers, classmates, and from within. Time, money and relationships presented as both power and load. Lack of college knowledge and English contributed to load. Findings suggest ESL support should be available college-wide. Sharing college knowledge and updating personnel training will improve college transitions.

Author

• Debra J Solomon, Gateway Technical College