ERIC Number: ED496794
Record Type: Non-Journal
Publication Date: 2006
Perspectives on Community College ESL, Volume 2: Students, Mission, and Advocacy
Blumenthal, Amy, Ed.; Machado, Craig, Ed.
Teachers of English to Speakers of Other Languages, Inc. (TESOL)
The Perspectives on Community College ESL series brings into practical focus a wide and diverse array of reflective work on ESL education in U.S. community college settings. It draws on the broad mission and constituencies that community colleges throughout the country must embrace in order to be effective. Volume two, Students, Mission, and Advocacy, considers the experiences and needs of immigrants, refugees, and international students who pass through the doors of community colleges. It looks at who community college ESL students are, how they fit into a college's overall mission, and the roles that ESL and other college professionals play as educators and advocates. The chapters in this volume explore the following topics: retraining displaced workers in collaboration with local and state agencies, conducting student-led research into perceived discrimination against ESL students, implementing an alternative program run for and by Latinos/as, training non-ESL faculty to best serve ESL students, diversifying a community college campus through recruitment of international students, exploring the varied and unexpected roles that ESL faculty play, collaborating between ESL programs and offices of research to benefit ESL students, analyzing the characteristics and challenges of Generation 1.5 students, teaching blind ESL students, developing close relationships with students to serve them most effectively, and, rethinking a college's mission to align it more closely with the needs of today's students. This book is divided into four parts. Part I, Innovative Programs Serving the Underrepresented, presents: (1) How Much English Does Maria Need to Give a Manicure? Lesson from a Sixteen-Month VESL Program for Dislocated Farm Workers (Laurie Ketzenberg); (2) The Rainbow Speaks: Is Anybody Listening? (Judith K. Casey); and (3) New Beginnings for Latinas on Welfare: Alternative ESL and Job Training Program (Jorge Santiago). Part II, Professional Engagement and Development, continues with: (4) Adapting to New Realities: ESL Professional Development for Community and Technical College Program Faculty (Kimberly A. Johnson and Kelly Marchwick); (5) Goal: To Be Taken for Granted (Anne Bollati); (6) Community College ESL Instructor: Jill of All Trades (Yvonne Pratt-Johnson); and (7) The Research Partnership: Collaboration for ESL Student Success (Amy Blumenthal and Trudy Bers). Part III, Distinctive Student Populations, continues with: (8) A Portrait of Generation 1.5 Students (Mary F. Gawienowski and Kathi Holper); and, (9) Blind Students and the ESL Classroom: Accessibility Improves the Class for Everyone (Sheri Wells-Jensen). Part IV, Knowing our Students, concludes with: (10) The Power of Personal Narrative: What We Can Learn from Our Students (John Stasinopoulos); and, (11) Conflicting or Complementary Agendas? Community Colleges and ESL Students (Yulia Stone). Also includes References and an Index.
Descriptors: Personal Narratives, Job Training, College Programs, Cooperation, Technical Institutes, State Agencies, Immigrants, Dislocated Workers, Agricultural Laborers, Community Colleges, English (Second Language), Second Language Instruction, Refugees, Foreign Students, College Students, Student Needs, Language Teachers, Teacher Role, Racial Discrimination, Student Research, Hispanic Americans, Faculty Development, Student Diversity, Student Recruitment, Student Characteristics, College Faculty, Blindness, Access to Education
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: firstname.lastname@example.org; Web site: http://www.tesol.org
Publication Type: Books; Collected Works - General
Education Level: Two Year Colleges
Authoring Institution: N/A
Grant or Contract Numbers: N/A