ERIC Number: ED328069
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Research, Classroom Practice, Programs. Improving the Odds: Helping ESL Students Succeed. Selected Papers from the CUNY ESL Council Conference (New York, New York, February 1987).
City Univ. of New York, NY. Instructional Resource Center.
Papers presented at the City University of New York's English-as-a-Second-Language (ESL) Council conference on maximizing the chances for success of limited-English-proficient college students include the following: "Thresholds, Alienation, and Syntax" (Geoffrey Summerfield); "Storytelling: Starting with the Familiar" (A. Duku Anokye); "Teachers Talk about Reading and Writing Connections" (Jean Withrow, Gay Brookes, Martha Clark Cummings); "Student Autonomy and Group Reliance in an ESL Reading/Writing Course" (Jack Gantzer, Nancy Erber Cadet); "Learning Vocabulary through an Academic Subject: A Case Study" (Kate Parry); "What Happens beyond the Developmental Writing/ESL Course?" (Trudy Smoke); "Person to Person: The Stay in School Partnership Program" (Miriam Eisenstein, John Devine, Timothy Ebsworth, Judith Horvath, John Mancuso, Lauren Sunstein); "Language Facilitation: A Way of Improving the Odds" (Carlos Yorio, Pilar Enright, Elaine Klein); "Improving Learning by Teaching from Students' Strengths" (Adele MacGowan); "The Model and Its Variations: The Pre-Freshman Summer Program of CUNY's Office of Special Programs (SEEK & College Discovery)" (Frank Kehl). A report of a panel discussion on "Improving the Odds" concludes the document. (MSE)
Descriptors: Alienation, Classroom Techniques, College Bound Students, Developmental Studies Programs, Difficulty Level, Dropout Prevention, English (Second Language), Group Dynamics, Higher Education, Instructional Effectiveness, Limited English Speaking, Personal Autonomy, Program Descriptions, Reading Instruction, Second Language Instruction, Second Language Learning, Story Telling, Success, Syntax, Teamwork, Vocabulary Development, Writing Instruction
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: City Univ. of New York, NY. Instructional Resource Center.
Identifiers: City University of New York; Content Area Teaching