NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947053
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 110
ISSN: ISSN-1523-5882
Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework
Kibler, Amanda K.; Bunch, George C.; Endris, Ann K.
Bilingual Research Journal, v34 n2 p201-222 2011
Community colleges are critical points of access for language-minority students and others historically underrepresented in U.S. higher education. Yet there is evidence that community colleges are far from reaching their potential as a stepping-stone to 4-year colleges and universities for underrepresented minorities, especially in states with the most ethnically diverse populations. Within this context, the needs of one particular group of students have not been adequately explored: students from immigrant language-minority backgrounds who have done some of their schooling in U.S. secondary schools yet whose language is still considered by community college faculty, staff, or assessment measures to be inadequate for mainstream academic work. In this article, we propose a framework that emphasizes building on these U.S.-educated language-minority students' strengths and experiences in order to support their academic and linguistic development, and we review the literature on innovative institutional practices and policies that have attempted to do so. (Contains 1 table and 6 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A