By Aurora Bautista, Ph.D. Behavioral Sciences Department Cynthia Fong , MA English as Second Language Department Carmen Magana, Multipurpose Language Lab
BHCC experience with Learning Communities and Integrated Support Services Theoretical Framework and Overview of Integration Process Demonstration of the Process Bags of Tricks Benefits and Challenges Take-aways
Population : 14,000 Location : Boston MA ; on its own subway stop called “Community College” station. Demographics: 67% people of color; 50+% women; average age 27; International Students as of Fall 2014 : 806 students from 105 different countries; Top 3: China, South Korea, Vietnam 35% reside in city of Boston and 84% live within ten miles of College campus
Bunker Hill Community College is committed to a learn rner-centere red missio ion a n and i d incl nclus usiv ive e excellenc nce. Central to the College’s student success agenda is the infus usio ion o n of cultura rally lly i inclusive c content, p , pedagog ogies and practices across the curriculum.
Learning Community Cluster Outcomes Clusters Connections to Experience Two or more courses linked Connect academic knowledge to relevant experience Provides integrated learning Disciplinary Connections experience to common cohort Make connections across disciplines and multiple Faculty design curriculum perspectives around a common academic theme Application Apply skills, abilities, theories, or methodologies gained in Common set of outcomes one situation to new situations Improves successful course completion
Uniqueness of integrating the services of the Multipurpose Language Lab
ESL Sociology 101 Multipurpose Language Lab
WHAT? T? “Content–based ESL” = integrating English-language learning with content learning WH WHY? Research suggests content-based ESL is more effective than traditional ESL courses . WHA HAT EL ELSE? Beyond mastering the English language, ESL students need to develop academic proficiencies that can be best practiced in a real college course.
Co Course Learnin ing O Outcomes s Tweaks f for t or the he C Clu luster for or ESL R Reading Le Level III III Previewing a re reading f for or the g general Mo More f focus on using t text xtbook idea sectio ion h headings t to g o guide ide re readi ding Reco cognizi zing the the o orga ganizational p pla lan o of a r a read ading Ident entifyi ying ng a and stating ng m main n point nts Mo More focus o on r relat ating t g textbook Wri riting s summari ries con oncepts t to p o person onal e experience Read ading c critical cally Dra Drawing inferences or kn knowledge A speci cial f focus cus on n deal aling w with Usi sing c context c clues t to g guess ss vocab cabular ary boldfac aced t terms Usi sing g genera ral academic v vocabulary Using ng a a dict ctionar ary Underst rstanding r referents
Course se O Outcomes s Twea eaks for t the C e Clust ster Demo Demonstrate an n und understand nding o of the m major s soci ciologica cal p perspect ctives Textb tbook k chosen i n in cons nsultat atio ion and nd r research method hods wit ith E ESL SL professor Appl pply the d dif ifferent m majo ajor Writ itin ing activities a are s sup upported by y perspectives t s to analy lyze s social l Mul ultipurpose L Lang ngua uage Lab a as part t inequali lities, s , social p l proble lems and of t of the he cou course g grade requir irement nts social i insti titu tuti tions in order t to promote a an n und understanding o of onese self lf a and others; s; and nd Cultu turally inclu lusi sive writ itin ing ac activ ivities created t to give students v voice Examine e the he i impact of of soc ocial & & cul ultural f factors o on n th the self, a and nd o on n ind ndividual a and nd g group up behavior.
As Professor of Education Steve North stated in his article, “The Idea of a Writing Center”, the tutor’s job “is to produce better writers, not better writing. Tutors should prioritize errors that interfere with reader’s understanding of the text Recognizing cultural behaviors that can hinder communication between tutor and student is key It is important for students to understand that having a “written accent” is natural for second language learners
Wo Work of Mu Multip ipurpose L Lan anguage MLL T ML Twea eaks for the e Clu luster Lab ( (MLL) LL) Tutors w work w k with s students to Tutor ors h have t to b becom ome fa familiar w with h identi tify i individual l language i e issues es the a assignmen ment a t and f faculty ty found in in students’ w writ itin ing expectation a as well a as the he language i e issues es Tutors offer f feedb dback ck a and suggestions f for im improvin ing specific ic Coor oordinator wor orks w with f h facu culty t to o language p e problems ems address s specific i issue ues and nd p provide feedback a k about t the e process Tutors c circl cle back ck w with s stude dents o on previously i y ident ntified l lang nguage Sc Schedulin ing pri riori ritizes t s the clu lust ster r problem fo for fo follow ow-up a p and student nts cont ntinu nued s sup upport d dur uring ng th the seme emester a as n need eeded
ESL ESL Multipu purpo pose Soci ciolo logy gy Work Works ksho hop Language Lab Language Lab Works ksho hop
Home mework A Assig ignme ments In In-class A ass Activ ivit itie ies comprehension questions whole class or group discussions of homework worksheets on specific reading skills guided reading (with help of document camera) summaries of assigned reading game shows on assigned readings double-entry journals mini quizzes on assigned highlighting and note- reading taking assignments vocabulary practice vocabulary worksheets for collecting words comparison of note-taking technique crossword puzzles
Activi vities Home mework A Assig ignme ments In In-cla lass : reading textbook 15-minute lectures Collect multimedia artifacts to support small group discussion of discussion and oral points in the lecture presentations In-class writing to show go to Multipurpose content mastery and ability language lab for editing to apply concepts (rough help draft of project essay ) Complete an eportfolio based on in-class writing Out o of Cl Class: ss: library workshop Field based research
Use grammar websites Use computer Notepad to type up notes, save, and print Use Google Image or Youtube videos for new vocabulary or new concepts Staff-created PowerPoint presentations for student study Handouts for low computer-literacy students Email follow-ups
BEN ENEF EFITS CHALLE LLENGES More sens nse o of commun unity i y in n Prob oblematic f for or ESL to o fol ollow t the he clu lust sters rs Sociology p y pace a and nd schedul ule More m motivation for E ESL SL students in in Lim imit ited in in choice o of r read adin ings their ir E ESL SL clas ass: c can an begin in t tak akin ing bec ecause o of t them eme e and n need eed t to u use e content c course ses b s before re finish shing Sociology t textbook a and readings ESL SL Textbook mu must be c e chosen w with E ESL Str trong nger l lang nguage l learni ning lang nguage l level i in n mind nd Imm mmediate a e appl pplication o of ESL ESL students h have t trouble learni ning t to c cont ntent cour urse und understanding ng d different f focus o of each c h course Students c come me pr prepa epared ed t to the e Sociology c course Much m more work f for E ESL SL fac aculty : need t ne to create a all materials t to Reinf nforces c content nt l learning ng suppo port t t the c conten ent c t course; e; m must t bec ecause t the t e topi pics are e discussed i in adjus ust materials f for a any c y chang nge in n two c cla lasse sses the he S Soci ociol ology cou course Two b block k secti tions ( (back k to b back k Pa Pacing in S Sociology class a affect cted d cla lasse sses) s) by L y Lang ngua uage Lab c component Ea Eases tr trans nsition n to c cont ntent c cour urses for E ESL SL students
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