1. Alex Garrido, ESOL faculty David Hewitt, English faculty Debbie Trevathan, Coordinator 5th Annual Conference on Acceleration in Developmental Education June 12, 2013

2. CCBC

3. CCBC Student Population Total Enrollment 71,400 – Credit Enrollment 35,498 Age – 20-3954% – 40-5924% Ethnicity – 51% Minority

4. 57% of students work 20 hours or more per week. 45% of students receive some form of financial aid 81% of students need at least one developmental course.

5. Over 900 students – Adult Immigrants – Generation 1.5 Students – World English Speakers – International ESOL Students Predominate Areas of Origin – West and North Africa – South Asia CCBC ESOL Population

6. CCBC ESOL Program It is an academic program that prepares students for college-level courses and professional careers. There is a 4-level sequence of courses with 11 required courses total. The majority of students place into the highest level of the program. Students who complete the ESOL program are eligible for ENGL 101.

7. ESOL Curriculum The majority of students test into academic level classes.

8. ENGL 101 ESOL 054 Academic Reading ESOL 052 Academic ESOL ENGL 052 Basic Writing 2 RDNG 052 College Reading 2 ESOL 042 Advanced ESOL Grammar & Comm. ESOL 043 Advanced ESOL Writing ESOL 044 Advanced ESOL Reading ENGL 051 Basic Writing 1 RDNG 051 College Reading 1 The most heavily enrolled ESOL clas s.

9. ESOL 052 Academic English for Speakers of Other Languages 0 Credits. 6 Billable Hours Develops the written English language skills necessary for success in college courses; provides instruction and practice in advanced mechanics, effective writing strategies, and paragraph and essay organization.

10. ESOL 052 6 Billable Hours Standard Syllabus 3 Paragraphs 3 Essays 2 In-Class Writings One Rewrite Holistic Scoring Rubric A Midterm and a Final Exam (= 50% of final grade) Currently Pass/Fail

12. Academic ESOL & English

16. Table 1: Course success rates for ALPESOL and ESOL 052 students Semester ALPESOL students* ESOL 052 students* Pass rates in ESOL 052 Pass Rates in English 101 (A-C) Pass rates of those enrolling in ESOL 054 Pass rates of those enrolli ng in English 102 Pass rates in ESOL 052 Pass Rates in Englis h 101 (A-C) Pass rates of those enroll ing in ESOL 054 Pass rates of those enroll ing in Englis h 102 Spring 2012 86%59% 90% (9) 100% (1) 78% (153) 85% (103) 83% (128) 82% (9) Fall 201288% (14) NA 81% (162) NA 85% (137) NA

17. Table 2: ALPESOL and ESOL students’ retention for all semesters Semest er ALPESOL students ESOL 052 students Next SemesterNext semester Retenti on Mean GPA in Credit Courses Mean Credits Earned in Credit Courses Retentio n Mean GPA in Credit Courses Mean Credits Earned in Credit Courses Spring 2012 59% (13) 2.6215.77 77% (150) 2.6712.22 Fall 2012 88% (21) NA 79% (153) NA

18. Table 3: Number of students enrolled in ALPESOL and ESOL 052 sections SemesterALPESOL students ESOL 052 students Spring 20108188 Fall 20108196 Spring 2011 8215 Fall 2011 8170 Spring 2012 22196 Fall 2012 24195

19. On the syllabus and in the classroom: How ALPESOL differs from standard Academic ESOL standard Academic ESOL

20. How does ALPESOL differ from standard Academic ESOL? Grading criteria Choice of assignment topics Use of classroom time

21. Grading Criteria While standards for a passing paragraph/ essay/exam are identical to those in a standard Academic ESOL course, grading] criteria for the course (for instance number and types of assignments) may vary.

22. Choice of Assignment Topics With an eye toward integrating the ESOL course with the English 101 course, some ALPESOL assignment topics may, or should, be designed as scaffolds toward success on particular English 101 assignments.

23. Use of Classroom Time: Mechanics ALPESOL still covers all crucial material from ESOL 052: mechanics, process, paragraph/essay structure

24. Use of Classroom Time: Clarification Additional clarification/discussion of material or assignments from ENG 101

25. Use of Classroom Time: Questions Question time: issues from ENG 101 (both to clarify and to train them to be more proactive about asking) If they don’t have questions for me, I often have questions for them.

26. Use of Classroom Time: Individual Conferences Smaller class size more readily permits one-on-one talks. In my sections, particularly outline or revision conferences Concepts that were not sinking in from whole-class instruction may get through when talking about that individual’s own work.

27. Questions?

28. Contact Information Alex Garrido, ESOL: agarrido@ccbcmd.eduagarrido@ccbcmd.edu David Hewitt, English: dhewitt@ccbcmd.edudhewitt@ccbcmd.edu Debbie Trevathan, ESOL Westside Coordinator: dtrevathan@ccbcmd.edu dtrevathan@ccbcmd.edu