Linguistically Responsive Instruction in Corequisite Courses at Community Colleges

Autor/inn/en	Finn, Heather B.; Avni, Sharon
Titel	Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 55 (2021) 4, S.1221-1246 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3080
Schlagwörter	English Language Learners; Community Colleges; Two Year College Students; English (Second Language); Teaching Methods; Language of Instruction; Teacher Attitudes; College Faculty; Required Courses; Developmental Studies Programs; Language Skills; Knowledge Level; Teacher Competencies; Student Diversity; Student Needs + Suchen Sie Ihr Suchwort? Community college; Community College; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Lehrerverhalten; Fakultät; Pflichtkurs; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Language skill; Sprachkompetenz; Wissensbasis; Lehrkunst
Abstract	English Learners (ELs) attend community colleges at a greater rate than four-year schools, making community colleges primary sites of ESL education in American higher education. These institutions' recent embrace of the corequisite structure -- a pairing of a non-credit developmental course with a credit-bearing disciplinary content course in order to accelerate students' progress in their coursework -- has direct implications for ELs. As corequisites are enacted in a wide range of content areas, professors will need to attend to students' language development in a wide range of disciplinary courses. This qualitative study applies Linguistically Responsive Instruction as a framework to understand corequisite instructors' beliefs about students' learning, knowledge of teaching language, and understanding of the broader contextual factors at community colleges, including institutional policies and definitions of students' readiness and success. Drawing on ongoing interviews conducted with faculty members throughout one semester, it offers faculty members' perspectives on the opportunities and challenges of teaching ELs in the corequisite structure and provides a framework for professional development and institutional support. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01