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Session Type: Symposium
Linguistically diverse students are part of the “New Mainstream” in community colleges, and many are placed into English as a second language courses and/or developmental English courses before they can enroll in college-credit, transferrable English coursework. We refer to these students as community college English learners (CCELs). Creating equitable education systems for CCELs requires understanding the multifaceted nature of their experiences and the structural elements which impact their educational outcomes. This symposium presents five papers which draw from student-level data, faculty/staff perspectives, college catalog data, and state-level policies. They examine CCELs’ curricular pathways into transfer-level English courses, CCEL engagement in community colleges, CCEL four-year-college transfer, as well as investigate how structural elements can negatively impact CCELs’ educational outcomes.
Equitable Pathways for English Learners in Community Colleges? An Examination of Access and Success in Transfer-Level English - Craig L. Hayward, Bakersfield College; Cecilia Rios-Aguilar, University of California - Los Angeles; Yasuko Kanno, Boston University; Davis Vo, University of California - Los Angeles
Can They Always Transfer to a Four-Year College Later? Examining U.S.-High-School-Educated English Learners' Community College Transfer Pathway - Kuang Li, Boston University; Yasuko Kanno, Boston University
Faculty and Staff Perspectives on and Responses to Community College English Learners' Engagement - Catherine Hartman, North Carolina State University
Community College ESL Program Structure: Access, Equity, and Trade-Offs - Nicholas David, Boston University
Consolidation as Structural Violence in Connecticut Community Colleges - William Key, Southern Connecticut State University