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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Dear Kevin,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Many thanks for providing all of us with a profile of your program.
Seeing the variety of college program goals and designs is extremely valuable
in stimulating ideas about how to do a better job in delivering ESL.<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Personally, I think that it is perfectly valid for colleges to
elect to offer solely pre-academic ESL at the non-credit level. But it does
prompt the concern about whether other programs in the college’s service
area are providing non-academic ESL to large enough numbers of students and at
a high enough quality to “feed” the college program – as well
as how well their efforts articulate with yours. I wonder whether this troubles
you, and if so whether/how you have addressed the issue. Frankly, I think
one reason why many colleges offer comprehensive ESL programs is that they
would prefer to “make” pre-academic students themselves, rather
than rely on others to do it. Another reason, of course, if that they may not be
eligible for federal/state grant money unless they offer comprehensive
programs. Does your college receive these funds to support its pre-academic
program? If not, how is it supported financially?<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>I heartily agree that helping students set realistic goals and
understand their options is essential. I believe, however, that encouraging
students to expand their goals as they succeed is also essential. For example,
many immigrants come from countries where going to college is the privilege of
very few, and thus may consider that an unrealistic goal unless they are encouraged
to take the steps necessary (often one step at a time). The problem seems to be
that it is hard for most programs to find the resources to provide very much
guidance of any of these kinds to most students. I wonder if anyone has any
solutions to THAT issue. <o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>In any event, many thanks for fleshing out an interesting model.
<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Forrest <o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
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<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <b>On Behalf
Of </b>Hinkle, Robert<br>
<b>Sent:</b> Wednesday, February 06, 2008 9:19 PM<br>
<b>To:</b> assessment@nifl.gov<br>
<b>Subject:</b> [Assessment 1148] (no subject)<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div id=idOWAReplyText56074>
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<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Hi All,</span><o:p></o:p></p>
</div>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>I have been reading most of the discussion comments and wanted to
address a few issues. First, however, I'll give a summary of our program. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>I
teach ESL at Raritan Valley Community College in New Jersey. Our program serves
approximately 350 students from diverse language backgrounds. Our program
offers two pre-academic levels of all skills ESL instruction (a six hour per
week non-credit class). In addition, we have 5 levels of academic ESL
preparation divided into three courses - Reading/Writing, Grammar, and
Speaking/Listening). Our highest level Reading/Writing course gives successful
students 6 elective credits that count towards RVCC graduation, but those
credits do not transfer. Our semesters are 15 weeks. If a student misses 20% of
any class, the instructor may withdraw that student (they are not, however,
obliged to withdraw these students). At the moment, the late enrollment policy
is that students may register for a course prior to the second week of class
but not thereafter. Research, of course, indicates that students who begin a
class late have a much higher rate of failure than those who begin on time. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>In
our program, we have three full-time faculty and approximately 16-18 adjuncts. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>We
have focused our program on academic prep ESL because we are a small program
with limited resources, and we have a very difficult time finding qualified
adjuncts. Also, a significant majority of our students have signalled
their intention to obtain a college degree. Moreover, there are community
programs that offer basic English skills although there is often a long waiting
list to obtain the services. In other issues, we use the Accuplacer ESL test
for placement and have in-house standardized tests at the end of each level of
grammar and reading/writing</span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>Within
our classes, highly educated non-native speakers usually progress much more
quickly. One of the most challenging groups is students who graduated from
local high schools but still have inadequate English skills - and not
infrequently, weak academic skills in general. One of the strategies that I
would personally wish for is real communication between K-12 and community
colleges so that students get the language skills they need before they enter
college. I understand that there is great pressure to move students out of ESL
in many school districts, but ultimately, it does a huge disservice both
financially and in terms of motivation to students whose skills remain more
BICS than CALP. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>I
agree with those who suggest that first language literacy issues should be
addressed before students enter ESL. However, it becomes complicated to find
funding and support for such efforts. In my experience, students with low level
literacy skills become frustrated and are not ultimately successful -
probably by any definition. I am uncomfortable with the idea that they are
spending hard-earned money when the chances for success in ESL are minimal. We
advise students that the program is academically-oriented; often they have
little understanding of what that means. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>I
do not agree with the suggestion that the bar be lowered so that students with
low-intermediate skills be allowed in credit classes (at least at my college).
Historically, other faculty have little experience handling language issues and
are very unhappy when students cannot read, write and converse at an
appropriate level of English. They end up feeling helpless. Students may pass
classes; however, I suspect that instructors do not want to deal with the
challenges and so turn a blind eye and let them through. Recently, there has
been a problem in the nursing department with non-native English speaking
students not passing board exams because they enter the college from other
programs and circumvent ESL with us. They have trouble reading and answering questions
on the exam. This is a significant problem because nursing programs are judged
in terms of the success of their students on these standardized exams. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>I
think the measure of success should be based on a realistic assessment of
student goals combined with a real-life discussion of the possibilities and
limitations. Ideally, students would have incremental goals so that success
could build. If the goals for students with low literacy levels are not
carefully discussed and planned, then they will likely encounter more failure
than success because their expectaions will be unrealistic. The more we have
the opportunity to talk to students, the more likely it is that they can
develop short-term goals that are within their reach. Unfortunately, we have no
control over the myriad of complications that accrue in their every day lives. </span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>Apologies
for the length.</span><o:p></o:p></p>
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<p class=MsoNormal> <o:p></o:p></p>
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<div id=idSignature58192>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Kevin Hinkle, Ph.D.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>Assistant
Professor of ESL/Adjunct Coordinator</span><o:p></o:p></p>
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