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]