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ERIC Number: ED493798
Record Type: Non-Journal
Publication Date: 2006
Pages: 96
Abstractor: Author
ISBN: N/A
ISSN: N/A
ESL Students in California Public Higher Education. ICAS ESL Task Force Report
Online Submission
The enclosed English as a Second Language (ESL) Task Force Report represents a response to questions raised by some educators and legislators about ESL programs, practices, and support services across the three California postsecondary systems: the California Community Colleges (CCCs), the California State Universities (CSUs), and the University of California (UC). This report was produced to address the particular concerns of the California Community College (CCC) Board of Governors and is the culminating report from an Intersegmental Committee of Academic Senates (ICAS) Task Force formed to research and report on the status of ESL students in the three segments of public higher education in California. Incorporating findings from a web-based survey submitted to ESL professionals at the UC, the CSUs and the CCCs, the report focuses on institutional responses to the particular needs of and challenges facing non-native speakers of English as they pursue vocational certificates, advanced training, degrees, and self-betterment through California's public colleges and universities. The ICAS Task Force comprised professionals in the field of ESL and applied linguistics from all three segments. In addition, the task force included a representative from outside the fields of ESL and applied linguistics to provide a broader perspective and to ensure that this final report be accessible not only to those in the field but more importantly also to those outside of it. This strong collaboration permitted a broader view of the experiences of ESL learners and offered insights into the specific issues that ESL learners face as they transition between the three segments. As is often true with surveys, the results in many cases raise more questions than they answer. While the responses show great awareness of the needs of ESL learners, they reveal the disparities in how institutions respond to these needs. One problem that the task force members faced through the research was the difficulty in obtaining data about ESL learners. This community is not easy to categorize let alone identify on a college/university campus; yet, a means of identification needs to be developed in order to facilitate future collection of information about ESL learners and what works for them. The ten recommendations found in the report highlight the need for further work that needs to be done. The Intersegmental Committee of Academic Senates joins the authors of the report in the fervent hope that this report will be widely read and shared, and that the issues covered and raised will engender further discussion and action to bring academic success to ESL learners in California's public colleges and universities. Appended are: (1) Survey Instrument; (2) Survey Respondent Information; and (3) Campus Profiles. (Contains 7 tables and 6 endnotes.) [This report was produced by the Intersegmental Committee of Academic Senates.]
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California