Academic literacy as language policy in community college developmental writing

Finn, Heather B.; Avni, Sharon

doi:10.1080/14664208.2016.1201188

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…The findings of this study correlate with the research examined for this study regarding the challenges students face in developmental education. As previously stated, community college students are more frequently underprepared for the academic rigor of college (Crocker & Mazer, 2019;Finn & Avni, 2016;Flink, 2017). Furthermore, they are more likely to be from underrepresented groups (Boland et al, 2018;Logue et al, 2017).…”

Section: Exploring Student Success Strategies In Developmental Educat...mentioning

confidence: 93%

Exploring Student Success Strategies in Developmental Education at the Community College Level

Beck¹

2022

tales

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The problem investigated in this study was the low completion rates of students in mandated developmental education courses at a local community college in the mid-Atlantic region of the United States. The purpose of this study was to examine factors that may contribute to the persistence of community college students who have completed mandated developmental education courses. The qualitative study uses Tinto’s student departure theory as the conceptual framework to examine the lack of persistence of students in developmental education classes. The study included interviews with 8 students who have completed at least 1 developmental education course in the past 3 years. Data analysis included an extensive review of the interview transcripts to develop codes, categories, and themes to answer the research question. The findings of this study identify personal or academic persistence strategies that may assist community colleges in increasing the success rates of students in developmental education. Completing a credential has social change implications, as it may provide significant job opportunities and the ability to earn higher wages impacting overall quality of life. Moreover, an individual that receives an associate degree may earn 17% more in their occupation than their counterparts with a high school diploma or equivalent.

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Section: Exploring Student Success Strategies In Developmental Educat...mentioning

confidence: 93%

Exploring Student Success Strategies in Developmental Education at the Community College Level

Beck¹

2022

tales

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“…CCC initially implemented corequisite courses in 2016, with a focus on math and first-year English composition courses (Finn and Avni, 2016). While corequisite course structures can vary, at CCC, the model was to combine a three-hour non-credit class with a three-hour credit class for a total of six hours of instruction taught by one instructor.…”

Section: Contextmentioning

confidence: 99%

Linguistically Responsive Instruction in Corequisite Courses at Community Colleges

Finn

Avni

2021

TESOL Quarterly

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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.

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“…Most ELSPs have their own educational policies crafted to manage multilingual students such as placement testing and subsequent required courses (Finn & Avni, 2016;Menken, 2008); however, it is also well understood that policies originating from outside the school, both explicit and de facto, can impact educational settings in general (Hult, 2014;Shohamy, 2006;Wiley & García, 2016). Social and institutional policies such as social distancing, remote learning, visa regulations, as well as media coverage of the police and protests can have an impact on language programs, the learning environment, and the individuals.…”

Section: Navigating Education Policiesmentioning

confidence: 99%

Nexus Analysis as an Approach to Navigate Change

Bristow

2020

GATESOL in Action Journal

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Spring 2020 ushered a new set of educational challenges for English language program administrators (ELPAs) ranging from the COVID-19 pandemic to social and racial injustices experienced by staff, faculty, and learners. Recognizing the lack of materials to support ELPA professional development, this article introduces the theoretical and methodological approach of Nexus Analysis as a possible approach for administrators when navigating complex educational ecosystems. Along with a review of literature that describes the role of ELPAs and their associated duties, this article positions the actions of language program administration, which range from policy creation to ordering supplies, as mediated by outside factors on the societal, community, and individual scale. Following this, the Nexus Analysis methodological approach of engagement, navigation, and change is reviewed and generalized to educational settings. To conclude, past research studies that have used Nexus Analysis are reviewed with the aim to connect with familiar ELPA management scenarios and practical considerations unique to our current time in history. Keywords: English language program management, English language program administrators, Nexus Analysis

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Academic literacy as language policy in community college developmental writing

Cited by 4 publications

References 25 publications

Exploring Student Success Strategies in Developmental Education at the Community College Level

Exploring Student Success Strategies in Developmental Education at the Community College Level

Linguistically Responsive Instruction in Corequisite Courses at Community Colleges

Nexus Analysis as an Approach to Navigate Change

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