Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework

Abstract

Community colleges are critical points of access for language-minority students and others historically underrepresented in U.S. higher education. Yet there is evidence that community colleges are far from reaching their potential as a stepping-stone to 4-year colleges and universities for underrepresented minorities, especially in states with the most ethnically diverse populations. Within this context, the needs of one particular group of students have not been adequately explored: students from immigrant language-minority backgrounds who have done some of their schooling in U.S. secondary schools yet whose language is still considered by community college faculty, staff, or assessment measures to be inadequate for mainstream academic work. In this article, we propose a framework that emphasizes building on these U.S.-educated language-minority students' strengths and experiences in order to support their academic and linguistic development, and we review the literature on innovative institutional practices and policies that have attempted to do so.

Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

“…Although we acknowledge ELs are varied in their backgrounds and contexts, they share similar academic and social challenges related to language and cultural difference that students who are native English speakers do not (Bergey et al, 2018; Huerta et al, 2019; Kibler et al, 2011). For example, EL Generation 1.5 students, though having attended U.S. schools at the K–12 level, may need support in academic English required in higher education (Bergey et al, 2018; Huerta et al, 2019; Kibler et al, 2011). EL international students, though usually well prepared academically in terms of content and perhaps reading and writing skills, may need additional support in listening and speaking skills in the higher education classroom (Bergey et al, 2018).…”

“…In the U.S. context, the term includes Generation 1.5 or language minority students merging both their home culture and U.S. culture who may have enrolled in ESL courses (Roberge et al, 2009). Although we acknowledge defining groups of students is not without its difficulties (Benesch, 2008; Kibler et al, 2011), we chose the term, EL, because it generally describes all students in the continuum of learning English as a second or other language.…”

“…In community college research, learning communities concerned with ELs have been noted to include characteristics such as (a) instructional practices integrating academic language into content courses, (b) accelerating students through ESL courses, and (c) connecting students to on-campus support services (Bunch & Kibler, 2015; Kibler et al, 2011). These characteristics should assist with the relational aspects of ELs’ socioacademic integration and persistence.…”

“…ELs are more likely to attend community colleges than 4-year colleges (Rodriguez & Cruz, 2009) because community colleges are more accessible than 4-year colleges in terms of their open-door policies, low tuition costs, proximity, and a range of programs (Curry, 2004; Hagedorn & Li, 2017; Hoxby & Avery, 2012). Community colleges also provide English as a second language (ESL) and developmental courses for ELs who may not have passed English proficiency exams required for university entrance or who need time to refine their academic English language skills before moving into a 4-year institution (Bunch & Kibler, 2015; Chavez, 2015; Hagedorn & Li, 2017; Huerta et al, 2019; Kibler et al, 2011).…”

Toward Linguistic Justice: Conceptual Schemes for Immigrants, Refugees, and Migrants

“…Therefore, I mean for the postsecondary polyglossia to refer to the common registers that nearly all students encounter on their path to accessing a postsecondary education, separate from Biber et al's (2002) multiple registers that are largely subject-or group-specific, such as the register of a textbook or an in-class lecture. Additionally, I mean to distinguish this essay from the incredible body of work dedicated to English-language learners and their academic progress at the postsecondary level (de Kleine & Lawton, 2015;Kibler, Bunch, & Endris, 2011;Roberge, Siegal, & Harklau, 2009). This extant research has articulated the struggles and successes of the English-language learner after they have already gained access to the postsecondary system in the United States.…”