Generación 1.5: A Cultural Historical Agenda for Research at the 2-Year College

Salas, Spencer; Portes, Pedro R.; D’Amico, Mark M.; Ríos-Aguilar, Cecilia

doi:10.1177/0091552111405037

Cited by 5 publications

(4 citation statements)

References 37 publications

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“…In addition, within an ESL or developmental English program, students may be misplaced into a course that is too basic or advanced. Misplacement may be most prevalent among students who were born in the United States to immigrant parents or arrived in the United States sometime during their elementary or secondary schooling because their language skill level and needs are much more varied than recent immigrants or international students (Bunch & Panayotova, 2008;Salas, Portes, D'Amico, & Rios-Aguilar, 2011). While the prevalence and effect of misplacement among language minority students has not been studied, misplacement has been tied to attrition among the general community college student population (Scott-Clayton, 2012).…”

Section: Determining the Most Appropriate Course Placementmentioning

confidence: 99%

The Effects of English as a Second Language Courses on Language Minority Community College Students

Hodara

2015

Educational Evaluation and Policy Analysis

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We don't have students coming in who don't speak any English. We get a lot of generation 1.5 kids who have gone through high school here and really don't identify as ESL, but they speak another language at home. Their writing reflects interference, so it is a cross between interference and literacy issues. We can address those problems as well as if not better than the English department. The difference between the English language learner and the native English speaker is not as clear as it used to be.-ESL faculty at urban community college 540321E PAXXX10.3102/0162373714540321HodaraThe Effects of English as a Second Language Courses research-article2014English as a second language (ESL) courses seek to address a primary barrier to college success for language minority students: second language issues that can inhibit their success in college-level coursework. But, there is a limited understanding of the effects of ESL on college student outcomes. Using a rich, longitudinal data set that includes 10 years of transcript data on community college students at an urban college system, I use a difference-in-differences approach to identify the impact of ESL compared with developmental writing. I find that the longer sequence length in ESL compared with developmental writing decelerates language minority students' progression through college, but findings vary for first generation, second generation, and generation 1.5 students, highlighting the heterogeneous effects of ESL.

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Section: Determining the Most Appropriate Course Placementmentioning

confidence: 99%

The Effects of English as a Second Language Courses on Language Minority Community College Students

Hodara

2015

Educational Evaluation and Policy Analysis

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“…One outcome of this Act was the initiation of open-access policies that encouraged more students to attend college regardless of their academic preparedness by offering incentives of interest-free loans, part-time jobs, and need-based scholarships (Bankston, 2011;Mulvey, 2008;Salas, Portes, D'Amico, & Rios-Aguilar, 2011). While open access policies were meant to increase accessibility to higher education, an unintended result has been a substantially higher increase in academically underprepared college students (Moss & Yeaton, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Underprepared College Student: How Non-Cognitive Factors Influence Academic Preparedness

Finkelstein

Thom²,

Elwood³

2013

JSE

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The purpose of this exploratory phenomenological study was to explore the influence of non-cognitive factors on academic preparedness. Interviews were conducted with a sample of underprepared college students concerning several areas of non-cognitive factors: early educational factors; personal factors; affective factors; and, non-cognitive skill factors. The students' attitudes and experiences revealed several themes concerning the influence of non-cognitive factors and academic preparedness. Findings related to textual categories indicated personal factors such as the students' experiences of coming from a broken home and family strife, or personal issues such as alcohol abuse and bad decision-making skills were possible reasons for their negative educational experiences. Additionally, their narratives about their youth suggested a lack of parental involvement in their early educational experiences. Structural theme findings suggested the malleability of non-cognitive skill factors such as their creative and practical skills, as well as affective factors, were a positive influence on the students' motivation to continue their degree aspirations. Key findings included a creative ISSN 2162-6952 2014 www.macrothink.org/jse 60 synthesis using cognitive/non-cognitive distinctions that emerged from a deeper understanding discovered within textual categories and structural themes. This study has several implications, as well as recommendations for improving the academic preparedness of academically underprepared college students. Journal of Studies in Education

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“…first-year composition at community colleges are few, (Allison, 2006;Harklau, 1999;Miele, 2003;Miller-Cochran, 2012;Salas, et al, 2011), it is important to look also at programs for ELLs and U.S.-educated multilingual students in universities as well, since sometimes concepts and understanding may be transferable from one venue to another (Murie and Fitzpatrick, 2009). Additionally, studies illustrating concerns about placement (such as Harklau, 1999;Ortmeier-Hooper, 2008;Patthey, et al, 2009;Salas, et al, 2011) as well as support (Song, 2006;Thonus, 2003) are included in order to present as clear a picture as possible of the variables involved in best equipping U.S.-educated multilingual students for first-year composition writing tasks.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Ortmeier-Hooper's (2008) study of the sociocultural considerations of multilingual students transitioning to mainstream FYC courses, and in light of findings by Salas, et al (2011) in which multilingual students were often marginalized into remedial tracks in a community college in Georgia, a TESOL-trained FYC instructor ideally would have the pedagogical tools to create a curriculum that allows students agency in their own self-identification as individuals and that also employs cross-cultural considerations of all students in the course, NESs and multilingual students alike.…”

Section: Administrative Implications: Increase Collaboration Among Acmentioning

confidence: 99%

U.s.-Educated Multilingual Students In Community College: Transitioning From Esl To English 101

Harrison¹

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This thesis focuses on U.S.-educated multilingual students as they transition from a community college academic English as a Second Language program to and through a semester-long first-year composition course. Research on non-native English speakers has indicated that U.S.-educated multilingual students have both similar and varied background and literacy experiences compared to native English speakers and international students; they also often present unique literacy needs compared to their peers. These various and shifting similarities and differences sometimes complicate placement and instruction in college courses. My case study focused on three U.S.-educated multilingual students' experiences in the final semester of a community college academic ESL program and in the first semester of first-year composition. I analyzed data from observations, semi-structured interviews, and written artifacts, such as syllabi, assignment sheets, and students' written compositions, to locate themes that helped me answer my research questions: What are the experiences of U.S.-educated multilingual students in mainstream composition courses in community colleges? And, how can community college ESL programs better prepare U.S.-educated multilingual students? The findings suggest that U.S.-educated multilingual students who successfully complete this community college's academic ESL program can be successful in first-year composition at this community college. The findings also suggest, however, pedagogical and administrative implications in providing U.S.-educated multilingual students with the necessary tools to succeed. Pedagogical implications include minor revisions to ESL program curricula to incorporate assignments that allow students to build upon their private literacy practices, the addition of more multimodal writing tasks and more lexically challenging reading tasks, and research to ascertain an institution's specific student population and literacy needs. Administrative implications for community colleges include increased collaboration among academic departments as well as crosstraining first-year composition teachers to meet the needs of multilinguistic classrooms. Finally, the findings also call for more research on U.S.-educated multilingual students in community college ESL and composition courses. U.S.-EDUCATED MULTILINGUAL STUDENTS IN COMMUNITY COLLEGE: TRANSITIONING FROM ESL TO ENGLISH 101

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Generación 1.5: A Cultural Historical Agenda for Research at the 2-Year College

Cited by 5 publications

References 37 publications

The Effects of English as a Second Language Courses on Language Minority Community College Students

The Effects of English as a Second Language Courses on Language Minority Community College Students

The Underprepared College Student: How Non-Cognitive Factors Influence Academic Preparedness

U.s.-Educated Multilingual Students In Community College: Transitioning From Esl To English 101

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