A Community Volunteer Program for Supporting Second Language Students Who May Be Academically At-Risk.

Autor/inn/en	Hunter, Ruth L.; Ratliffe, Sharon A.
Titel	A Community Volunteer Program for Supporting Second Language Students Who May Be Academically At-Risk.
Quelle	(1991), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Asian Americans; Community Colleges; Community Cooperation; Community Involvement; Cultural Activities; Cultural Awareness; Cultural Centers; Educationally Disadvantaged; English (Second Language); High Risk Students; Limited English Speaking; Participant Satisfaction; Program Design; Program Development; Second Language Instruction; Second Language Learning; Self Esteem; Study Skills; Tutorial Programs; Tutoring; Two Year College Students; Two Year Colleges; Vietnamese People; Volunteers + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Community college; Community College; Cultural activity; Kulturelle Aktivität; Cultural identity; Kulturelle Identität; Cultural center; Cultural centre; Cultural centres; Kulturzentrum; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Programme design; Programmaufbau; Programmplanung; Fremdsprachenunterricht; Zweitsprachenerwerb; Self-esteem; Selbstaufmerksamkeit; Studientechnik; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Freiwilliger
Abstract	Since 1980, the percentage of ethnic minority students at Golden West College (GWC) has nearly doubled. To meet the English language needs of this rapidly growing student population, a speaking and listening course was introduced into the curriculum in 1982, followed by a pronunciation course in 1985. Both courses were part of the Speech/English-as-a-Second-Language (ESL) program. In an effort to overcome the limitations of group recitation exercises in the pronunciation course, community volunteers were recruited as tutors during the first year of the course. Pairs of students met with a volunteer once a week for a 30-minute conversation providing individualized feedback. Following continued growth and success of the volunteer program, in October 1989, a campuswide Intercultural Center (IC) was established to house the program. During the first year, the IC planning task force drafted a mission statement and objectives which were distributed to college personnel and students for feedback and modification; conducted a survey of students which determined that 89% of the ESL students described their first contact with GWC in positive terms; and held a week-long intercultural festival. By spring 1991, the Community Volunteer Program included 96 volunteers providing 1,993 hours of service per semester. The IC and the volunteers assist students in the following areas: (1) study skills; (2) note-taking skills; (3) academic skills; (4) English language and American culture skills; (5) self-esteem building; and (6) referral to social agencies. Flexible scheduling at the IC and an emphasis on self-esteem building are among the principal reasons for the program's success. (PAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC