Recommendations to Promote the Academic Advancement of Latina ESL Students

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

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

3. 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)

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

5. Problem Statements • Although Latinas are a growing population of ESL students at SBVC, few have been documented to reach transfer level readiness.

6. 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

7. 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?

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

9. Methodology Qualitative study • In-depth interviews • Analysis of participant narratives

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

11. Findings and Recommendations

12. 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

13. 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

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

15. Barriers and Challenges • Unfamiliarity with college system • Disadvantages • financial • academic

16. Recommendations • Advice for mandatory orientation policy: Caution using the following info delivery methods: • Web-based orientation tools • Text only documents

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

18. 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.

19. 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.

20. Thank You!