Alex Garrido, ESOL faculty David Hewitt, English faculty Debbie Trevathan, Coordinator 5th Annual Conference on Acceleration in Developmental Education.

Alex Garrido, ESOL faculty David Hewitt, English faculty

Debbie Trevathan, Coordinator

 5th Annual Conference on Acceleration in Developmental

Education June 12, 2013

Pedagogy in ALPESOL: Acceleration Goes Global

CCBC

CCBC Student Population

• Total Enrollment 71,400– Credit Enrollment 35,498

• Age– 20-39 54%– 40-59 24%

• Ethnicity– 51% Minority

• 57% of students work 20 hours or more per week.

• 45% of students receive some form of financial aid

• 81% of students need at least one developmental course.

• Over 900 students– Adult Immigrants– Generation 1.5 Students– World English Speakers– International ESOL Students

• Predominate Areas of Origin– West and North Africa– South Asia

CCBC ESOL Population

CCBC ESOL Program• It is an academic program that prepares

students for college-level courses and professional careers.

• There is a 4-level sequence of courses with 11 required courses total.

• The majority of students place into the highest level of the program.

• Students who complete the ESOL program are eligible for ENGL 101.

ESOL Curriculum

The majority of students test into academic level classes.

ENGL 101

ESOL 054Academic Reading

ESOL 052Academic

ESOL

ENGL 052Basic

Writing 2

RDNG 052College

Reading 2

ESOL 042Advanced

ESOL Grammar& Comm.

ESOL 043Advanced

ESOL Writing

ESOL 044Advanced

ESOL Reading

ENGL 051Basic

Writing 1

RDNG 051College

Reading 1

The most heavily enrolled ESOL

class.

ESOL 052

Academic English for Speakers of Other Languages

0 Credits. 6 Billable Hours

Develops the written English language skills necessary for success in college courses; provides instruction and practice in advanced mechanics, effective writing strategies, and paragraph and essay organization.

ESOL 0526 Billable HoursStandard Syllabus 3 Paragraphs3 Essays2 In-Class WritingsOne RewriteHolistic Scoring RubricA Midterm and a Final Exam (= 50% of final grade)Currently Pass/Fail

Academic ESOL & English

Table 1: Course success rates for ALPESOL and ESOL 052 students

Semester

ALPESOL students* ESOL 052 students*

Pass rates in

ESOL 052

Pass Rates in English

101(A-C)

Pass rates of those

enrolling in ESOL

054

Pass rates

of those enrolling in

English 102

Pass rates

in ESOL 052

Pass Rates

in English 101(A-C)

Pass rates

of those enrolling in ESOL 054

Pass rates

of those enrolling in English 102

Spring 2012 86% 59% 90%

(9)100%

(1)78%(153)

85%(103)

83%(128)

82%(9)

Fall 2012 88% 88%

88%(14) NA 81%

(162) NA 85%(137) NA

Table 2: ALPESOL and ESOL students’ retention for all semesters

Semester

ALPESOL students ESOL 052 studentsNext Semester Next semester

Retention

Mean GPA in Credit Courses

Mean Credits

Earned in Credit

Courses

Retention

Mean GPA in Credit

Courses

Mean Credits

Earned in Credit

Courses

Spring 2012

59%(13) 2.62 15.77 77%

(150) 2.67 12.22

Fall 2012

88%(21) NA NA 79%

(153) NA NA

Table 3: Number of students enrolled in ALPESOL and ESOL 052 sections

Semester ALPESOL students ESOL 052 studentsSpring 2010 8 188

Fall 2010 8 196

Spring 20118 215

Fall 20118 170

Spring 201222 196

Fall 2012

24 195

On the syllabus and in the classroom:

How ALPESOL differs from standard Academic ESOL

How does ALPESOL differ from standard Academic ESOL?

• Grading criteria• Choice of assignment topics• Use of classroom time

Grading Criteria

While standards for a passing paragraph/essay/exam are identical to those in astandard Academic ESOL course, grading]criteria for the course (for instance numberand types of assignments) may vary.

Choice of Assignment TopicsWith an eye toward integrating theESOL course with the English 101course, some ALPESOL assignmenttopics may, or should, be designed asscaffolds toward success on particularEnglish 101 assignments.

Use of Classroom Time: Mechanics

ALPESOL still covers all crucial material from ESOL 052: mechanics,process, paragraph/essay structure

Use of Classroom Time: Clarification

Additional clarification/discussion ofmaterial or assignments from ENG 101

Use of Classroom Time:

Questions• Question time: issues from ENG 101

(both to clarify and to train them to be more proactive about asking)

• If they don’t have questions for me, I often have questions for them.

Use of Classroom Time: Individual Conferences• Smaller class size more readily

permits one-on-one talks.• In my sections, particularly outline

or revision conferences• Concepts that were not sinking in

from whole-class instruction may get through when talking about that individual’s own work.

Questions?

Contact Information

• Alex Garrido, ESOL: [email protected]

• David Hewitt, English: [email protected]

• Debbie Trevathan, ESOL Westside Coordinator: [email protected]