Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

Bunch, George C.; Kibler, Amanda K.

doi:10.1080/10668926.2012.755483

Cited by 19 publications

(25 citation statements)

References 23 publications

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“…It was notable, however, that learning communities had a larger effect on socioacademic integrative moments (β = .24) than on sense of belonging (β = .06). These findings may be explained by the fact that learning communities are more focused on academics than on social aspects of the community college experience (Bunch & Kibler, 2015; Kibler et al, 2011). Yet, as these results have found, for ELs, these academic connections are critical to their overall sense of belonging.…”

Section: Discussionmentioning

confidence: 99%

“…What other variables, for example, contribute to ELs’ persistence in community colleges apart from sense of belonging? Given ELs’ specific linguistic and cross-cultural characteristics, it may be worthwhile to explore variables related to academic course work (Bunch & Kibler, 2015; Huerta et al, 2019) and external variables (e.g., financial aid, family support) as a next step within the present model.…”

Section: Discussionmentioning

confidence: 99%

“…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.…”

Section: Frameworkmentioning

confidence: 99%

“…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).…”

mentioning

confidence: 99%

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

Garza

Huerta

García

et al. 2020

Community College Review

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Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

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

Garza

Huerta

García

et al. 2020

Community College Review

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“…Rebecca shares several experiences with other immigrant background students entering U.S. higher education (Bunch & Kibler, 2015). The literature focuses on Generation 1.5 students (Rumbaut & Ima, 1987) who were born abroad but received most or all of their formal education in the U.S. K–12 system (de Kleine & Lawton, 2015; Kanno & Harklau, 2012).…”

mentioning

confidence: 99%

Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

Suh

2020

Literacy Research: Theory, Method, and Practice

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English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

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ESL programs at U.S. community colleges: A multistate analysis of placement tests, course offerings, and course content

David

Kanno

2020

TESOL Journal

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Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

Cited by 19 publications

References 23 publications

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

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

Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

ESL programs at U.S. community colleges: A multistate analysis of placement tests, course offerings, and course content

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