Alex Garrido, ESOL faculty
David Hewitt, English faculty
Debbie Trevathan, Coordinator
5th Annual Conference on
Acceleration in Developmental
Education
June 12, 2013
CCBC
CCBC Student Population
• Total Enrollment 71,400
– Credit Enrollment 35,498
• Age
– 20-39
– 40-59
• Ethnicity
– 51% Minority
54%
24%
• 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.
CCBC ESOL Population
• 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 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.
ESOL Curriculum
The majority of
students test into
academic level
classes.
ENGL 101
The most heavily
enrolled ESOL
class.
ESOL 054 ESOL 052 ENGL 052 RDNG 052
Academic
Reading
Academic
ESOL
ESOL 042 ESOL 043 ESOL 044
Advanced
ESOL
Grammar
& Comm.
Advanced
ESOL
Writing
Advanced
ESOL
Reading
Basic
Writing 2
College
Reading 2
ENGL 051 RDNG 051
Basic
Writing 1
College
Reading 1
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.
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
Academic ESOL & English
Table 1: Course success rates for ALPESOL and ESOL 052 students
ALPESOL students*
ESOL 052 students*
Pass
Pass
Pass
rates
Pass rates
Pass
Pass
Pass
rates of
of
Rates of
Rates in
rates
Semester rates in
those
those
in those
English
in
ESOL
enrolling enrolli
Englis enroll
101
ESOL
052
in ESOL ng in
h 101 ing in
(A-C)
052
054
English
(A-C) ESOL
102
054
Spring
2012
Fall 2012
86%
88%
59%
88%
90%
(9)
88%
(14)
100%
(1)
NA
Pass
rates
of
those
enroll
ing in
Englis
h 102
78% 85% 83%
(153) (103) (128)
82%
(9)
81%
(162)
NA
NA
85%
(137)
Table 2: ALPESOL and ESOL students’ retention for all semesters
ALPESOL students
Next Semester
ESOL 052 students
Next semester
Mean
Semest
Mean GPA Credits
er
Retenti
Retentio
in Credit Earned in
on
n
Courses
Credit
Courses
Spring
2012
59%
(13)
Fall
2012
88%
(21)
2.62
NA
Mean
Mean
Credits
GPA in
Earned in
Credit
Credit
Courses
Courses
15.77
77%
(150)
2.67
12.22
NA
79%
(153)
NA
NA
Table 3: Number of students enrolled in ALPESOL and ESOL 052
sections
Semester
Spring 2010
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
ALPESOL students
8
ESOL 052 students
188
8
196
8
215
8
170
22
196
24
195
On the syllabus and in the classroom:
How ALPESOL differs from
standard Academic ESOL
How does ALPESOL differ from
standard Academic ESOL?
•
•
•
Grading criteria
Choice of assignment topics
Use of classroom time
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.
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.
Use of Classroom Time:
Mechanics
ALPESOL still covers all crucial
material from ESOL 052: mechanics,
process, paragraph/essay structure
Use of Classroom Time:
Clarification
Additional clarification/discussion of
material or assignments from ENG 101
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.
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.
Questions?
Contact Information
• Alex Garrido, ESOL: agarrido@ccbcmd.edu
• David Hewitt, English: dhewitt@ccbcmd.edu
• Debbie Trevathan, ESOL Westside Coordinator:
dtrevathan@ccbcmd.edu