By Aurora Bautista, Ph.D. Behavioral Sciences Department - - PowerPoint PPT Presentation

 

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

• f 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

• gies

and practices across the curriculum.

Learning Community Clusters

 Two or more courses linked  Provides integrated learning

experience to common cohort

 Faculty design curriculum

around a common academic theme

 Common set of outcomes  Improves successful course

completion

Cluster Outcomes

 Connections to Experience

Connect academic knowledge to relevant experience

 Disciplinary Connections

Make connections across disciplines and multiple perspectives

 Application

Apply skills, abilities, theories,

• r methodologies gained in
• ne situation to new situations

 Uniqueness of integrating the services of the Multipurpose

Language Lab

Multipurpose Language Lab Sociology 101 ESL

 

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 for

• r ESL R

Reading Le Level III III



Previewing a re reading f for

• r the g

general idea



Reco cognizi zing the the o

• rga

ganizational p pla lan o

• f

a r a read ading



Ident entifyi ying ng a and stating ng m main n point nts



Wri riting s summari ries



Read ading c critical cally



Dra Drawing inferences



Usi sing c context c clues t to g guess ss vocab cabular ary



Usi sing g genera ral academic v vocabulary



Using ng a a dict ctionar ary



Underst rstanding r referents

Tweaks f for t

• r the

he C Clu luster

 Mo

More f focus on using t text xtbook sectio ion h headings t to g

• guide

ide re readi ding

 Mo

More focus o

• n r

relat ating t g textbook con

• ncepts t

to p

• person
• nal e

experience

• r kn

knowledge

 A speci

cial f focus cus on n deal aling w with boldfac aced t terms

 

Course se O Outcomes s

 Demo

Demonstrate an n und understand nding o

• f

the m major s soci ciologica cal p perspect ctives and nd r research method hods

 Appl

pply the d dif ifferent m majo ajor perspectives t s to analy lyze s social l inequali lities, s , social p l proble lems and social i insti titu tuti tions in order t to promote a an n und understanding o

• f
• nese

self lf a and others; s; and nd

 Examine

e the he i impact of

• f soc
• cial &

& cul ultural f factors o

• n

n th the self, a and nd o

• n

n ind ndividual a and nd g group up behavior.

Twea eaks for t the C e Clust ster

 Textb

tbook k chosen i n in cons nsultat atio ion wit ith E ESL SL professor

 Writ

itin ing activities a are s sup upported by y Mul ultipurpose L Lang ngua uage Lab a as part t

• f t
• f the

he cou course g grade requir irement nts

 Cultu

turally inclu lusi sive writ itin ing ac activ ivities created t to give students v voice

 

 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 Lab ( (MLL) LL)

 Tutors w

work w k with s students to identi tify i individual l language i e issues es found in in students’ w writ itin ing

 Tutors offer f

feedb dback ck a and suggestions f for im improvin ing specific ic language p e problems ems

 Tutors c

circl cle back ck w with s stude dents o

• n

previously i y ident ntified l lang nguage problem fo for fo follow

• w-up a

p and cont ntinu nued s sup upport d dur uring ng th the seme emester a as n need eeded

ML MLL T Twea eaks for the e Clu luster

 Tutor

• rs h

have t to b becom

• me fa

familiar w with h the a assignmen ment a t and f faculty ty expectation a as well a as the he language i e issues es

 Coor

• ordinator wor
• rks w

with f h facu culty t to

• address s

specific i issue ues and nd p provide feedback a k about t the e process

 Sc

Schedulin ing pri riori ritizes t s the clu lust ster r student nts

ESL ESL Works ksho hop Multipu purpo pose Language Lab Language Lab Works ksho hop Soci ciolo logy gy Work

 

Home mework A Assig ignme ments

 comprehension questions  worksheets on specific

reading skills

 summaries of assigned

reading

 double-entry journals  highlighting and note-

taking assignments

 vocabulary worksheets for

collecting words

 crossword puzzles  In

In-class A ass Activ ivit itie ies

 whole class or group

discussions of homework

 guided reading (with help

• f document camera)

 game shows on assigned

readings

 mini quizzes on assigned

reading

 vocabulary practice  comparison of note-taking

technique

Activi vities In In-cla lass:

 15-minute lectures  small group discussion of

points in the lecture

 In-class writing to show

content mastery and ability to apply concepts (rough draft of project essay ) Out o

• f Cl

Class: ss:

 library workshop  Field based research

Home mework A Assig ignme ments

 reading textbook  Collect multimedia

artifacts to support discussion and oral presentations

 go to Multipurpose

language lab for editing help

 Complete an eportfolio

based on in-class writing

 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

 More sens

nse o

• f commun

unity i y in n clu lust sters rs

 More m

motivation for E ESL SL students in in their ir E ESL SL clas ass: c can an begin in t tak akin ing content c course ses b s before re finish shing ESL SL

 Str

trong nger l lang nguage l learni ning

 Imm

mmediate a e appl pplication o

• f ESL

learni ning t to c cont ntent cour urse

 Students c

come me pr prepa epared ed t to the e Sociology c course

 Reinf

nforces c content nt l learning ng bec ecause t the t e topi pics are e discussed i in two c cla lasse sses

 Two b

block k secti tions ( (back k to b back k cla lasse sses) s)

 Ea

Eases tr trans nsition n to c cont ntent c cour urses for E ESL SL students

CHALLE LLENGES

 Prob

• blematic f

for

• r ESL to
• fol
• llow t

the he Sociology p y pace a and nd schedul ule

 Lim

imit ited in in choice o

• f r

read adin ings bec ecause o

• f t

them eme e and n need eed t to u use e Sociology t textbook a and readings

 Textbook mu

must be c e chosen w with E ESL lang nguage l level i in n mind nd

 ESL students h

have t trouble und understanding ng d different f focus o

• f

each c h course

 Much m

more work f for E ESL SL fac aculty : ne need t to create a all materials t to suppo port t t the c conten ent c t course; e; m must t adjus ust materials f for a any c y chang nge in n the he S Soci

• ciol
• logy cou

course

 Pa

Pacing in S Sociology class a affect cted d by L y Lang ngua uage Lab c component

 Do you have questions for any of us?

 How might you incorporate this method in your own

institution?

 