Meeting the Needs of English Language Learners in Co-Requisite Courses at Community College

Autor/inn/en	Avni, Sharon; Finn, Heather B.
Titel	Meeting the Needs of English Language Learners in Co-Requisite Courses at Community College
Quelle	In: Community College Journal of Research and Practice, 45 (2021) 8, S.560-574 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2020.1727383
Schlagwörter	Two Year College Students; Student Needs; Community Colleges; Required Courses; English Language Learners; Reading Skills; Writing Skills; Teaching Methods; College Faculty; Developmental Studies Programs; Urban Schools; Critical Thinking; Writing Instruction; Second Language Learning; Student Evaluation; College Readiness + Suchen Sie Ihr Suchwort? Community college; Community College; Pflichtkurs; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kritisches Denken; Schreibunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung
Abstract	This qualitative study investigated co-requisite courses which pair a developmental course with a college-level course and offer insight into how co-requisite instructors adjusted their curriculum and pedagogy for English language learners. Specifically, it examined faculty experiences teaching a co-requisite course combining a critical thinking course and an intensive ESL writing course at a large community college located in an urban center in the Northeast. The study focused on two interrelated research questions: (1) How did co-requisite models for?English?language learners shape curricular and pedagogical decisions? and (2) In what ways did?instructors?address the reading and writing needs of their students while simultaneously providing course content? Documenting the enactment of?co-requisite policy, our findings revealed the ways in which these courses may differ for instructors of students still developing English language proficiency. Through in-depth interviews with faculty teaching the course throughout the semester, findings revealed the complexity of this new co-requisite policy on teachers' curricular decisions and pedagogical practices in classes designed for English language learners. Initial?research has shown that co-requisites have been successful in improving student outcomes; therefore, it is crucial that college administrators, researchers, and policy makers understand how the co-requisite model may differ for English language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01