Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework

Autor/inn/en	Kibler, Amanda K.; Bunch, George C.; Endris, Ann K.
Titel	Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework
Quelle	In: Bilingual Research Journal, 34 (2011) 2, S.201-222 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2011.597822
Schlagwörter	Community Colleges; College Faculty; Language Minorities; Disproportionate Representation; Immigrants; Secondary Education; English (Second Language); Second Language Learning; Educational Practices; College Preparation; Language Proficiency; Educational Policy; Language Tests; Academic Ability; Teacher Attitudes + Suchen Sie Ihr Suchwort? Community college; Community College; Fakultät; Sprachminderheit; Immigrant; Immigrantin; Immigranten; Sekundarbereich; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungspraxis; Language skill; Language skills; Sprachkompetenz; Politics of education; Bildungspolitik; Language test; Sprachtest; Lehrerverhalten
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10