Emerging Practices in ESL Guided Self-Placement

• Published in: RP Group
• Main Authors: White, Michelle, Newell, Mallory
• Format: Web Resource
• Language: English
• 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

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.