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ESL Acceleration: An Examination of Five Instructors' Experiences and Perceptions of Curricular Reforms at Two California Community Colleges

机译:ESL加速:对两所加利福尼亚社区大学的五位讲师的经验和课程改革的看法的检验

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摘要

National data shows that only thirty six percent of community college students graduate or attain a degree within six years of starting college (Shapiro, Dundar, Chen, Ziskin, Park, Toores, Chiang, 2012). In fact, forty five percent of community college students drop out within the first three years according to Provasnik & Planty (2008). California community colleges educate about 25%, or 2.6 million students (Student Success Task Force, 2013); startlingly, seventy percent of these students enter college needing basic skills in reading, writing, and math (SSTF, 2013; Bailey, Jeong, & Cho, 2008). Because so many students enter the CA community college systems with academic skills one to four levels below transfer level courses, many never make it to graduation. In fact, only 53.6% of these students receive a degree or transfer to a higher institution (Student Success Task Force, 2013, p. 6). The transfer rate is even lower for students of color, especially for English language learners (ELLs) or English learners (ELs) who often assess one to four levels below college transfer courses. As a result, ELs spend more time completing basic requirements; therefore, only a quarter of these ELs ever earn a degree or transfer to a four year institution (SSTF, 2013).;The focus of the California Community College Chancellor's Office for the past several years has been to get community college students to graduate, transfer, or earn certificates. This is its definition of success. In order to increase success that is measured by numbers, community colleges are tasked with finding the most efficient ways to revamp cafeteria style developmental programs in math, English, and ESL to a more guided path that could lead students to success (Bailey, Jaggars, & Jenkins, 2015). This push has strongly been felt in programs such as ESL, as English language learners have even lower rates of graduation, transfer, and certificate earnings because most ESL programs are often broad and long, taking many students several years or longer to complete. The push to increase success rates at community colleges has lead to the creation of organizations such as the California Acceleration Project and The Initiative Acceleration in Context. These organizations, which were established several years ago, have promoted ideologies in which the focus is clearing unnecessary pathways or "shortening the pipelines" for low-skill community students so that they can go into college-level courses more quickly (Bailey, Jaggars, & Jenkins, 2015; Bailey, 2009, 2009B; Bailey et al., 2008). Many community colleges have begun to create shorter pathways for students through accelerated or fast-track programs (Bailey, 2009, 2009B; Bailey et al., 2008).;More than a dozen ESL programs have begun to offer accelerated pathways for their students in hope to increase the success rate. Do these programs really increase English learners' success rate? This question is beyond the scope of this dissertation. However, in order to better understand these acceleration programs, one needs to understand the experiences and perceptions of the instructors who teach in these ESL acceleration programs.;The purpose of this dissertation is to understand the experiences and perceptions of five instructors teaching English to speakers of other languages who went through curricular reforms, moving from traditional to acceleration ESL programs at two California community colleges. In addition, the study also examined how the acceleration model shaped or influenced their teaching practices.;The study used a type of qualitative method, a case study of these instructors' experiences working with students using the ESL acceleration curriculum. The transcripts of five interviews and notes of 13 hours of classroom observations were analyzed using coding methods learned in the program. The conclusions were drawn based on prominent themes that arose from the data analyses.;Findings show that a) instructors had mixed feelings about the ESL acceleration model at first but came to accept that the program is working as well as they had hoped, b) that the instructors' strong sense of moral purpose and professionalism caused them to put the students first by adapting the model to fit the students' needs, and c) that the instructors understand that the programs have both challenges and successes. Other findings show that the structure of the acceleration pathways confused some students, as they did not know how they would be accelerated and that participants who were adjunct faculty members felt conflicted because they were valued by their ESL peers but not by their administrators or the college because of their part-time status.
机译:国家数据显示,只有36%的社区大学生在大学毕业后的六年内毕业或获得学位(Shapiro,Dundar,Chen,Ziskin,Park,Toores,Chiang,2012年)。实际上,根据Provasnik&Planty(2008)的调查,在最初的三年内,有45%的社区大学生辍学。加州社区大学教育约25%的学生,即260万学生(学生成功工作组,2013年);令人惊讶的是,这些学生中有70%进入大学,需要阅读,写作和数学的基本技能(SSTF,2013; Bailey,Jeong和Cho,2008)。由于有如此多的学生以过渡级课程以下一级至四级的学术技能进入CA社区大学系统,因此许多人从未毕业。实际上,这些学生中只有53.6%获得学位或转学到更高的机构(学生成功工作组,2013年,第6页)。对于有色人种的学生,转学率甚至更低,特别是对于英语学习者(ELL)或英语学习者(EL),他们经常评估大学转学课程以下的1-4个级别。结果,EL花费了更多的时间来完成基本要求。因此,这些EL中只有四分之一获得学位或转学到四年制学院(SSTF,2013年)。过去几年,加利福尼亚社区学院校长办公室的重点一直是让社区学院的学生毕业,转移或赚取证书。这就是它对成功的定义。为了增加以数字衡量的成功率,社区大学的任务是找到最有效的方法,以改进数学,英语和ESL自助餐厅风格的发展计划,使其更具指导性的路径,从而引导学生走向成功(Bailey,Jaggars, &Jenkins,2015)。在诸如ESL之类的课程中,强烈地感受到了这种推动力,因为英语学习者的毕业,转学和证书收入率甚至更低,因为大多数ESL课程通常是广泛而漫长的,需要许多学生花费数年甚至更长的时间才能完成。为提高社区大学的成功率而进行的努力已导致创建了诸如加利福尼亚加速项目和上下文加速倡议之类的组织。这些成立于几年前的组织已经推广了意识形态,其重点是为低技能社区学生清除不必要的途径或“缩短管道”,以便他们可以更快地上大学课程(Bailey,Jaggars, &Jenkins,2015; Bailey,2009,2009B; Bailey等人,2008)。许多社区大学已经开始通过加速或快速通道计划为学生创造更短的途径(Bailey,2009,2009B; Bailey等,2008)。十几个ESL计划已经开始为他们的学生提供加速的途径。希望增加成功率。这些计划真的提高了英语学习者的成功率吗?这个问题超出了本文的范围。但是,为了更好地理解这些加速程序,需要了解在这些ESL加速程序中教课的老师的经验和看法。本文的目的是了解五位讲英语的讲师的经验和看法。进行了课程改革的其他语言,从加利福尼亚的两家社区学院的传统ESL计划过渡到加速ESL计划。此外,研究还研究了加速模型如何塑造或影响他们的教学实践。该研究使用了一种定性方法,以这些教师在使用ESL加速课程中与学生合作的经验为例。使用程序中学习的编码方法分析了五次访谈的笔录和13个小时的课堂观察笔记。结论是基于数据分析产生的突出主题得出的;研究结果表明:a)讲师最初对ESL加速模型有不同的看法,但后来接受了该程序的工作与他们希望的一样,b)导师的强烈道德意识和敬业精神使他们通过调整模型以适应学生的需求而把学生放在第一位; c)导师理解课程既有挑战性又有成功性。其他发现表明,加速路径的结构使一些学生感到困惑,因为他们不知道将如何加速学习,并且兼职教师的参与者感到冲突,因为他们被ESL同行而非管理者或大学所重视由于他们的兼职身份。

著录项

  • 作者

    Montgomery, Thoeung Mim.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Educational leadership.;Education policy.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 153 p.
  • 总页数 153
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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