Creating Pathways for Adult English Learners to Achieve Their Goals

• In Event: Preparation for Postsecondary Education for Latinx Multilingual Learners in Chicago: Multiple Starting Points, Multiple Pathways

Abstract

In September 2018, a large community college district was put on probation for falling well-below state minimum accountability metrics for ESL student outcomes. In response, the district launched new, seven credit hour standardized courses in September 2019 aligned with College and Career Readiness Standards (CCR) for Adult Education (Pimentel, 2013). The COVID-19 pandemic dramatically impacted both delivery of instruction and the capacity for students to engage meaningfully in remote instruction (Moorhouse & Kohnke, 2021). As operational and instructional teams adjust to the new normal, the district office leadership created a working group to improve goal attainment for adult English Learners (ELs). This presentation aims to address specific challenges and opportunities related to creating clearer and stronger pathways for adult ELs to achieve their goals.

To improve performance in 2019, the district created a “one size fits all” program for ESL classes. Despite early improvements in Measurable Skill Gains for adult ELs in December 2019 (29.3%) compared to December 2018 (23.6%), student retention and transition to post-secondary rates remained lower than expected at the end of the 2021-2022 academic year. Students within this district come from across the globe, with educational backgrounds ranging from low literacy in their native language to advanced degrees in their home country.

Using a combination of external mixed methods research conducted within the focal community college district that included qualitative interviews and a student survey, and internal research that analyzed the college’s administrative data, we have taken an action research approach to modifying our existing program, with the aim of tailoring content, instructional delivery and students supports to better align with student goals. This project is on-going, but based on feedback from students and instructors, and a review of the literature, we have identified three themes driving adults to enroll in ESL: 1. Improve English for community participation (e.g. talking to a child’s teacher, renting an apartment); 2. Improve English to obtain or improve employment; 3. Improve English to prepare for a secondary and/or post-secondary credential (Robson & Brown, 2016). Note that these are not mutually exclusive. Additionally, we are exploring pathways specifically for high school completers that will need academic English support prior or parallel to post-secondary enrollment.

As the largest provider of Adult English as a Second Language in the state, and one of the largest providers in the country, this work provides practical recommendations and considerations for implementation of large-scale programs for adult ELs.

Authors

• Brittany Jackson-Kairis, Chicago City Colleges
  Presenting Author

• Luis Narvaez, City Colleges of Chicago
  Presenting Author