Presentation to the SBCCD Board of Trustees by Dirkson Lee Recommendations to Promote the Academic Advancement of Latina ESL Students Presentation to the SBCCD Board of Trustees by Dirkson Lee

Researcher’s Background Associate Professor, SBVC English Department Taught English composition and ESL at SBVC since 2001 Writing Center Lead Instructor

Rationale for Study Goal of Student Success Initiative to increase the effectiveness of basic skills instruction. Promote the advancement of English language learners Improvement rates of ESL students at SBVC have declined (ARCC Report, 2012) ESL students typically begin college pathways 3 to 7 levels below transfer coursework. Studies have indicated that students who begin courses 4-levels below transfer have a decreased likelihood of advancing to mainstream coursework (Baca et al., 2011; Collins, 2010)

Population of Concern Latina English as a second language (ESL) students.

Problem Statements Although Latinas are a growing population of ESL students at SBVC, few have been documented to reach transfer level readiness. Transfer level readiness – Students who have gained the skills or fulfilled the requirements necessary to take college courses that are applicable for transfer to a four-year institution (e.g. English 101). Example: Since 2005, of the 257 Latinas who began their college education by taking ESL at the college, only 25 were qualified to take transfer level English as of the spring semester of 2012. This however, does not take into account Latinos or students of other ethnicities. Nor does it take into account students who earned certificates.

Purpose Statement To examine the experiences of academically successful Latina ESL community college students to understand how they prepare themselves academically for college transfer level readiness

Research Questions What are the barriers and challenges that Latina ESL students experience in community college? What are the types of capitals that enable Latina ESL students to address their barriers and challenges? How did the types of capitals that Latina ESL students used affect their educational trajectories, and more specifically, their transition from ESL to transfer level readiness?

Theoretical Framework Yosso’s model of Community Cultural Wealth (Yosso, 2005)

Methodology Qualitative study In-depth interviews Analysis of participant narratives

Participants Identification of students by the college’s Department of Research Total of 10 participants

Findings and Recommendations

Barriers and Challenges Language barriers Students who complete ESL program exhibit ELL characteristics long into their academic pathways. Expectations of linguistic homogeneity in transfer level coursework In mainstream courses, the expectation is that all students have the same levels of English proficiency. However, this is unrealistic since it does not take into consideration that although ELLs may have completed English remediation/basic skills coursework, they still require a great deal of time and practice in order to fully develop their usage of the English language, especially in areas such as composition.

Recommendations Recognize the value of and invest in services, such as tutoring, to meet the needs of ELLs at all stages of their academic pathways. Invest in courses and programs that foster language development E.g. Reading with ESL emphasis / noncredit courses

Recommendations Offer professional development workshops to help faculty to be more attuned to the needs of ELLs, in particular mainstream classes.

Barriers and Challenges Unfamiliarity with college system Disadvantages financial academic

Recommendations Advice for mandatory orientation policy: Caution using the following info delivery methods: Web-based orientation tools Text only documents Web-based tools – Assume that prospective students have knowledge of computer literacy Text only documents – Assume that prospective students have the skills needed to understand what is written.

Resources and Capitals High levels of family support and involvement Parents Husbands Children

Recommendations Provide campus wide activities for students that include family members, in particular spouses and children. Possible events/activities: Motivational speakers Orientation of college and providing information of key resources.

References Baca, M., Cabaldon, C., Carroll, C. M., Cooper, T., Delahoussaye, Y., Duran, B.,…Shulock, N. (2012). Advancing student success in the California Community Colleges: Recommendations of the California Community Colleges Student Success Task Force. Student Success Task Force. Baca, M., Baum, L. B., Berg, N., Bielanski, J. J., Hawkinds, D. E., Himelstein, S.,…Izumi, L. T. (2012, March 31). Focus on results: Accountability reporting for the California community colleges. California Community Colleges Chancellor’s Office. Collins, M. L. (2010, June 18). Overview of the national landscape for developmental education improvement: Testimony before the Texas Senate Higher Education Committee. Jobs for the Future. Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education. 8(1), 69-91.

Thank You!