Caught in the Middle: Generation 1'5 Latino Students at a Community College - PowerPoint PPT Presentation

Loading...

PPT – Caught in the Middle: Generation 1'5 Latino Students at a Community College PowerPoint presentation | free to view - id: 5dd3d-NmRkY



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Caught in the Middle: Generation 1'5 Latino Students at a Community College

Description:

Caught in the Middle: Generation 1.5. Latino Students. at a Community College ... And my older sisters, they just finished high school and quit. ... – PowerPoint PPT presentation

Number of Views:53
Avg rating:3.0/5.0
Slides: 29
Provided by: isc88
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Caught in the Middle: Generation 1'5 Latino Students at a Community College


1
Caught in the MiddleGeneration 1.5 Latino
Students at a Community College
  • Betsy Oudenhoven, Ph.D.
  • Dean of Counseling and Retention
  • College of Lake County
  • 2006 NACADA National Conference - Code 217

2
José (ESL student)
  • It was me, like I decided I wanted something
    different for me and my family. Like my family,
    no one has finished their careers or something.
    They all have been in college, but they always
    quit. My older brother is the only one to get
    all the way into college before he quit his first
    year. And my older sisters, they just finished
    high school and quit. And if I finish my career,
    my father is gonna be so proud of me.

3
The Setting
  • Large, comprehensive community college (over
    16,000 headcount)
  • Located in the Midwest
  • Latino enrollment of approximately 25
  • Offers transfer, career, developmental, ESL,
    adult education and continuing education classes
  • Centralized advising for new students

4
The Study
  • Qualitative study giving voice to the student
    and faculty participants
  • Interviewed 12 students and 4 faculty three
    times each
  • 5 students in ESL 7 in developmental ENG
  • 2 faculty in ESL 2 in developmental ENG
  • Visited ESL classes 7 times, developmental
    English classes 12 times
  • Study conducted during fall semester 2004

5
Who are Generation 1.5 Latino students?
  • Immigrated to U.S. in middle school or high
    school (12 or older)
  • Speak Spanish at home
  • Graduated from a U.S. high school
  • Speak English well but do not read/write at
    college-level

6
Student Motivations
  • English is not just a second language but also
  • A social language
  • A socio-economic language
  • A scholarly language
  • Want a better life for themselves and their
    families.
  • Want to make their families proud.
  • Have already beaten the odds by graduating from
    high school.

7
Alma (developmental student)
  • At the beginning, when I graduated from high
    school, I didnt want to go to college anymore.
    Im like Im tired with being at school, with
    books all day. I dont want that anymore. You
    know? But, since I started working and doing all
    my work with . . . like a simple work like
    somebody that doesnt have a career, its hard.
    Thats why I decided to come to college and I
    dont want this work my whole life. I want
    something better.
  • Its just that I like being here and I proud I
    made the right decision to come to college.

8
Lilia (ESL student)
  • I get homesick sometimes, too. But it is good
    to stay here because I can learn more and when I
    go back to Mexico, I can get a better job.
    Thats the thing that Mexicans learn about it.
    We can learn English. Some people just came to
    get money and all that stuff, but I dont. I
    want to learn English and go back and get my
    profession. You know the profession where I can
    use my English.

9
Assessment and Placement
  • Usually take placement test normed for native
    speakers first (Accuplacer)
  • If scores are low may take test normed for
    non-native speakers (CELSA)
  • Scores do not always equate with class placements
  • Once students take the CELSA they are usually
    directed to ESL
  • Starting point ESL or developmental English

10
Ruben (ESL student)
  • Guess it surprised me when I saw the kind of
    class I was gonna take. In high school, my
    English teacher told me that. . . because I was
    starting regular English in high school, so I
    told them when I come to college, I thought I was
    going to take regular English, you know? And I
    found out that I still was in ESL classes, I was
    like OK.

11
Academic ESL and Developmental English Classes
  • Advanced ESL
  • 12 credit hours (6 for each class)
  • 4 separate classes
  • Met 4 mornings each week for 3 hours
  • Transitional ESL
  • 9 credit hours (3 hours each)
  • Met 3 mornings each week different focus each
    class (reading, writing, grammar)
  • Generation 1.5 ESL
  • 6 credit hours most similar to developmental
  • First level developmental
  • 6 credit hours
  • Second level developmental
  • 3 credit hours
  • College-level composition
  • 3 credit hours

12
Student experiences in ESL
  • Different from international students
  • Age
  • Previous educational background
  • Verbal skills vs. student skills
  • Speaking non-standard English
  • Review or repetition can become bored
  • Time issue classes tend to be longer
  • Financial aid issue

13
Student experiences in ESL
  • All in the same boat
  • Classes are energetic and interactive
  • Students are not afraid to participate
  • Receive help with speaking/pronunciation
  • Receive help with grammar
  • Classes are comfortable
  • High level of instruction
  • Butdont always want to be there

14
Student experiences in developmental English
  • Want to be with native speakers BUT
  • Tend to be shy about speaking in front of native
    speakers and dont participate
  • Dont receive help with speaking or pronunciation
    or as much help with grammar
  • Get frustrated with lack of motivation of native
    speakers
  • Less consistency in level of classroom instruction

15
Alma (developmental student)
  • Yeah. In my class, Im now in sometimes I feel
    shy. Most of them are Americans. They know the
    language. They handle it very good. Like me, if
    Im in front of them, I dont know what to do. I
    dont know what to say. I dont know how to
    start. Because its mostly like I dont speak
    the language too good, not very well like they
    do. And I get shy. Im afraid theyre gonna ask
    me something and Im not gonna know how to
    answer. Or, if I answer, am I gonna say the
    right words, to say what Im trying to say. I
    might say something different. Yeah, I get shy.

16
The students 1 concern
  • The 1 issue for all of the students in the study
    was speaking, and in particular speaking in front
    of native speakers
  • The affective filter
  • Having an accent
  • Being foreign
  • Being uneducated
  • Firm belief that being with native speakers is
    the best way to learn the language

17
Another challenge Time
  • I was talking with a friend and he invited me to
    go out to dinner. I said No, I gotta go work.
    And after a week, he told me the same thing.
    You want to go out? I said No, I gotta work.
    Man! Do you work every day? Why do you work
    every day? And I said Wheres your mom? He
    said She is working. Wheres your pop?
    Hes working. So you dont have to work. You
    dont have to pay nothing. I have to work because
    I have to pay. Nobody here to pay for me.
    (Diego, ESL)

18
Perspectives on Time
  • The writing and reading. Writing is not really
    a problem for me, but reading. . . Some people
    say that I need to read a lot so that I can read
    faster than what I am. But, my problem is that
    its just time. I dont have any time to do
    reading and writing.
  • Sergio, ESL student
  • I say, you know, Almost nobody fails because
    they cant do the work. People almost always
    fail because they get behind. And I say, you
    know, Just dont get behind. Try to do it as
    soon as its assigned. I try to remind them of
    that all the time, but I know its hard because
    they have busy lives.
  • Kay,ESL faculty

19
Faculty experiences with Gen 1.5 students in ESL
classes
  • They are younger and may be less mature than
    other students
  • Tend to be bored or disengaged at times
  • Tend to hang with each other and not interact as
    much with other students
  • Strong speaking skills but still need help with
    mechanics (ear learners)
  • Need study skills as well as English instruction

20
Faculty experiences with Gen 1.5 students in
developmental classes
  • Students are truly stuck in the middle between
    cultures, languages and classes
  • Tend to be hard workers with good attendance
    (like ESL counterparts)
  • Have many of the same issues as other
    developmental students as well as ESL issues
  • Tend to be quiet in class

21
Recommendations for advisement
  • Dont just go by test scores it doesnt always
    tell the whole story
  • Find out what classes they were in during high
    school and how they did
  • Ask how comfortable/confident they are with
    native speakers
  • Be sure they really understand the differences
    between the two kinds of classes

22
Recommendations for teaching
  • Be patient with them give them time to respond
  • Provide opportunities for revision of written
    work
  • Provide information on assignments in writing
  • Help students in class to get to know each other
  • Provide opportunities for individual contact with
    teachers

23
Esteban (developmental student)
  • Yeah, I know some of the names because in my
    class we made like the same, like I dont know
    how do you call that, like a round table? Like
    when you sit around at a party? And we start
    talking about how I feel, so in that class, I had
    like the opportunity to tell them that I didnt
    know too much English. . . and they were very
    well. . . very nice people, all my classmate
    there. So I get the opportunity to know each
    other. Because the topic of the class is about
    that about how do you feel, so you dont have
    to talk about subjects, so its different.

24
What happened after their initial English class?
  • All of the students in the study successfully
    completed their classes all of the ESL students
    crossed over to developmental except one
  • One of the developmental students went to another
    developmental class, and the others went to
    college-level English
  • Need continued advising to clarify academic and
    career goals

25
The Sad News
  • Very few made it to the finish line two years
    later

26
How can advisors help?
  • Students relied almost completely on Latino staff
    to help them through their initial experiences.
  • How can advisors introduce them to the advising
    services and encourage them to come?
  • How can advisors encourage them to take advantage
    of other support services at the college?

27
Final Thoughts
  • Yeah, maybe by the time that I am start talking
    more and start talking better, and talking and
    improving more of my English, its getting
    better. And I try to make it better because I
    try to think positive and every day say I can do
    it! I can do it! I wont give it up! Cuz I
    know the people, they just say they cant do this
    anymore because the language, because the money,
    because a lot of things. But I say I can do it.
    (Esteban, dev. student)

28
The End
  • Thanks for coming.
  • Questions?
  • Its dinnertime!
About PowerShow.com