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					                    English as a Second Language Discipline
                             IMPAC Statewide Meeting
                          Radisson Hotel, Los Angeles, CA
                                   May 6, 2006
                                   9:45-3:30 pm

Attendees:
Sharon Allerson             East Los Angeles College
Margaret DuFon              California State University,Chico
Jan Frodesen                UC Santa Barbara
Janet Harclerode            Santa Monica College
Daryl Kinney                Los Angeles City College
Jeanie Nishime              Pasadena City College
Sharon Jaffe                Santa Monica College
Kathryn Sucher              Santa Monica College
Carla Stoabs                Riverside College
James Wilson                Mount San Jacinto College


Welcome and Introductions
Jan Frodesen welcomed participants. Participants introduced themselves and
summarized their previous involvement in IMPAC. Most participants had attended
previous IMPAC meetings.

I. Generation 1.5 students
Participants continued discussion based on regional meetings of ways to best serve
the needs of long-term and American-born multilingual students through courses,
articulation, and collaboration with English or composition programs. Community
college faculty shared some of the innovative proposals for this population such as
learning communities to integrate second language students into the academic
arena. They emphasized that assessment and placement need to be dealt with on
individual campuses. Frodesen discussed the current procedures at the UC
campuses, where students receiving an ESL designation on the Analytical Placement
Writing Exam are placed differently on campuses depending on the curriculum
available for second language learners. At almost all UC campuses, the ESL
designated essays are re-read after initial evaluation for placement purposes. Thus,
the essays of most students ultimately get read by at least four ESL specialists.

II. Transferability of ESL courses
This topic also remains an important issue. There is some inconsistency in terms of
what courses transfer and how courses receive transfer designation at UC and CSU.
The UC President’s Office may be looking at all ESL courses above paragraph writing
level for transferability to UC. Courses that are designated as non-degree applicable
would not be considered

III. Tutorial services for ESL students
Frodesen raised the topic of evaluating tutoring support for ESL students as one
outcome of the recent ICAS ESL Task Force survey. Participants reported on tutoring
concerns and projects on their respective campuses.
CSU Chico: ESL is fragmented across the campus; there is one course in ESL in the
English department that counts toward GE as foreign language credit for students
whose first language is not English. More coordination and communication is needed
across campus regarding tutoring services. At present, the Resource Center is
under-utilized.

Santa Monica College reviewed tutoring cards to determine what kind of tutoring
assistance students were seeking. They then created workshops based upon tutoring
assistance sought out by students. A workshop about responding to essay prompts
was attended by 40 ESL students. Many ESL tutors are graduate students, so SMC
has qualified tutors. These services were originally funded by a grant but are now
paid for by the district.

Participants discussed the need for improved training of tutors regarding language
issues; this need was also noted in the ICAS ESL Task Force Report. Writing Center
models exist at LACC and Pasadena CC which require one-hour per week in the
writing center as part of the course. Having the teacher give a specific assignment
for tutorial assistance often helps tutors integrate their efforts better with the
existing curriculum.

IV. Reports on campus workshops, projects and outreach to high schools
East LA College: A workshop was held in March concerning generation 1.5 students.
There were 20 participants from across disciplines and from several institutions; The
primary emphasis was on identifying generation 1.5+ students and learning
communities. The writing of a large sample of students will be examined to answer
questions such as: How is this population identified? What are the linguistic
markers? Research on ESL students who mainstreamed into regular English was
presented. Student surveys indicated that students generally did not want to be in
ESL courses, most likely due to the stigma attached. Outcomes of the workshop:
The need for linkages with foreign language dept. was identified; a follow-up
workshop is planned for the fall.

West LA College: Plans are being developed for learning communities for ESL and
content courses. An ESL course linked with on-line art history and child development
courses are scheduled for fall.

Santa Monica College: SMC ESL faculty organized a round table with high school
teachers; 130 ESL high school students from feeder schools came with teachers and/
or counselors to campus. One aim of this event was to destigmatize the “ESL label.”
This outreach event included workshops dealing with the difference between ESL and
English courses, an EOPS presentation conducted by students, a learning
communities presentation from English and a Welcome Center orientation. It also
included a lunch in the quad and student dance performance. Students responded
with very positive evaluations to the ESL presentation. SMC ESL faculty noted that
the relationship between ESL and counseling/outreach needs to be strengthened.
Funding for this outreach event was provided by AS. More presentations by SMC
students will be included in the future.

V. English 1A requirement for the AA degree
Participants briefly discussed the implications of requiring Engl 1A for AA degrees.
Not everyone needs academic writing taught in English 1A; this has curricular
implications for the CCCs, which will need to consider the writing needs for its
students seeking two-year degrees.
VI. ICAS ESL Task Force Report
Frodesen reported on the results of the on-line ICAS ESL Survey conducted across
the three postsecondary systems: Three main areas were surveyed: 1) Identification
and assessment/placement of ESL students; 2) ESL programs and courses; 3)
Support services. Respondents to the survey included 61 CCCs (56%), all 8 UCs and
12 (approximately half) of the CSUs. The CCCs and UCs in general have more
offerings for ESL students than the CSU system.

Selected findings and recommendations of report:
Assessment/placement: A systemwide way or identifying and tracking needed.
Fewer than 40% of CCCs require a writing sample; this was seen as a problem by
CCC respondents
Courses/programs: UC and CSUs focus on academic writing; only half of UCs have
ESL programs; the others serve ESL students through writing programs. The CCCs
have a more diverse population and levels of courses.
Support services: In general, the survey revealed that support services were quite
substantial for international ESL students but in many cases there was very little
offered specifically for immigrant populations. Tutorial programs are available for ESL
students at all three segments, but in written comments respondents noted problems
with tutor training, funding, the number of hours offered, and a high turn-over of
tutors. Questions about outreach to ESL students indicated that most respondents
had little knowledge of outreach efforts. This suggests a greater need for ESL faculty
to be in contact with those on their campuses who conduct outreach.

The ICAS ESL Task Force report has been sent to the Academic Senates of all three
segments for approval, after which it will be published and disseminated to faculty
and administrators in all segments and available through the California Community
College website.


VII. Future IMPAC ESL Discipline Meetings
Participants discussed the future of IMPAC. Localized IMPAC meetings were proposed
rather than larger statewide meetings. Greater involvement of the four-year
segments is needed. The academic language preparation of ESL transfer students
remains a concern in both the CSUs and the UCs as evidenced by the ICAS ESL Task
Force Report that will be coming out this year. The group discussed organizing
IMPAC-oriented meetings at all of the regional CATESOL conferences in the fall for
postsecondary faculty across the three segments as well as the statewide conference
in the spring. In this way, faculty could continue discussion of common concerns and
make plans for workshops and outreach involving ESL faculty from the CCs, CSUs,
and CCCs as well as other colleges in the state serving ESL students.

VIII. Joint Meeting with the English Faculty

ESL and English Faculty met in the afternoon.

Frodesen shared information on some of the findings of the forthcoming ICAS ESL
Task Force report. One of the recommendations of this project is to establish an
intersegmental ESL website that would provide information about all three segments
to promote articulation, share common concerns. and develop further intersegmental
projects.
English faculty raised questions about helping speakers who are native speakers or
English dominant bilinguals with language problems in composition classes. ESL
faculty suggested that more attention might be given to language instruction other
than grammar exercises and noted that many writing classes focus almost
exclusively on rhetorical concerns, with work on grammar in drafts relegated to
tutors, who may not have the expertise that writing instructors have.

English and ESL faculty discussed the problems arising from ESL students who do not
take appropriate ESL placement tests when available and who thus end up in English
classes in which their problems cannot be adequately addressed. Some campuses
have attempted to address this problem with late-start classes, into which students
who have been placed into classes not appropriate for their special needs can
transfer after other classes have begun.

Since many multilingual writers do end up in mainstream composition classes, ESL
faculty suggested that composition and English programs should include ESL
specialists on their faculty.

Participants also shared resources for helping students develop proficiency in
university level academic language. These books include the Oxford Dictionary of
Collocations (Oxford University Press, 2002), the Longman Grammar of Spoken and
Written English (Biber et al., Longman Publishers, 1999) and for students, They Say,
I Say:The Movies That Matter in Academic Writing (Graff and Birkenstein, Norton,
2006). A useful internet site for academic vocabulary is Averil Coxhead’s Academic
Word List (http://www.vuw.ac.nz/lals/research/awl/.) English participants
recommended the interactive exercises in A Writer’s Reference (Hacker, Prentice
Hall).

Finally, Janet Harclerode of Santa Monica College was asked to describe the high
school outreach project ESL faculty at SMC had conducted for ESL students.

The meetings adjourned at 3:30 p.m.

Thanks to Jeanie Nishime for assistance in note-taking at the ESL meeting.

Minutes submitted by Jan Frodesen, ESL Lead

				
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