Emerging Practices in ESL Guided Self-Placement

In Assembly Bill (AB) 705, assessment and placement practices in California Community Colleges (CCC) should maximize the probability that students who enter credit-bearing English as a second language (ESL) course sequences complete degree and transfer requirements in English within three years. The...

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Bibliographic Details
Published inRP Group
Main Authors White, Michelle, Newell, Mallory
Format Web Resource
LanguageEnglish
Published RP Group 01.01.2022
Subjects
Academic Advising
Academic Aspiration
College Credits
College Transfer Students
Community Colleges
Decision Making
Educational Strategies
English (Second Language)
English Language Learners
Enrollment
Grammar
Guides
Personal Autonomy
Reading Skills
Second Language Instruction
Second Language Learning
State Legislation
Student Attitudes
Student Placement
Two Year College Students
Writing Skills
California
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Summary:In Assembly Bill (AB) 705, assessment and placement practices in California Community Colleges (CCC) should maximize the probability that students who enter credit-bearing English as a second language (ESL) course sequences complete degree and transfer requirements in English within three years. The three-year timeframe begins when a student declares an intent to pursue a degree or transfer to a four-year institution. The use of guided self-placement (GSP) as a placement method can help ensure English Language Learners (ELLs) enroll in courses that align with their skill level and educational goal, and creates an opportunity for students to exercise personal agency in their educational journey. This resource provides ESL community college stakeholders with an overview of key practices and strategies to assist in the implementation of a GSP model. It includes information on how ELLs can most effectively be assessed when using guided self-placement within the context of the California Community Colleges system.