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Area: ESL
Participants:
Ellen Rosenfield
Patricia Seery
Cara Statucki
Gabe Winer
Research Question:
How can we better prepare our ESL students for English 1A?
Findings:
Students want:
- More academic vocabulary.
- Readings – increase speed and access to American cultural background.
- More models of what constitutes an A, B, C, D, F papers.
Resolutions:
- Focus on the Academic Word List in every ESL class;
- Create a summer ESL reading list to encourage extensive reading;
- Do Read-A-Thon related activities both in class and in workshops to encourage extensive writing;
- Have a reading course that focuses more on American culture and themes.
Project Report:
Area: Counseling
Participants:
Luz O. Moreno
Sandra Mendez
Felicia Tripp
Research Question:
- What are the factors that hinder or support Latino BCC students in completing their academic goals?
- How can the counselors and classroom faculty address these factors?
Findings:
- A clear educational plan that helps them understand the connection between their classes and their overarching goals;
- Availability of instructors during office hours;
- Tutors who support ESL students through skill-building and encouragement;
- EOPS for computer and printing services, book loans and voucher.
Hindrances:
- Lack of parental support & being a first-generation student (not having knowledge of what classes to take, etc.);
- Rushed and sometimes impersonal counseling;
- Balancing responsibilities (working, family, etc.).
Resolutions:
Students want:
- More access and knowledge of how counselors can help them achieve their educational goals;
- Life skills workshops, i.e., time management;
- Inclusion of parents to help them understand the demands of college and how to support their student-children.
Project Report:
Area: ESL
Participants:
Pat Seery
Ellen Rosenfield
Gabrielle Winer
Research Question:
What are the thought processes or strategies students use to assist them in comprehending English reading material?
Findings:
- Students take time to get organized in groups. They need time to warm-up;
- Allow more group activity time;
- Create tasks that refute the notion of a teacher-centered classroom;
- Provide students with lexical bundles/fixed phrases/templates for use in discussions.
Resolutions:
- Create more opportunities in all skill areas to respond to texts (They Say/I Say);
- Frequent quick writes in response to texts;
- Ramp up extensive reading;
- Develop students’ cultural, geographical, and historical knowledge of the U.S..
Final Report:
ESL Fig Powerpoint Presentation (spring 2011)