| Autor: |
Avni, Sharon, Finn, Heather B. |
| Zdroj: |
Community College Journal of Research & Practice; August 2021, Vol. 45 Issue: 8 p560-574, 15p |
| Abstrakt: |
ABSTRACTThis qualitative study investigated co-requisite courses which pair a developmental course with a college-level course and offer insight into how co-requisite instructors adjusted their curriculum and pedagogy for English language learners. Specifically, it examined faculty experiences teaching a co-requisite course combining a critical thinking course and an intensive ESL writing course at a large community college located in an urban center in the Northeast. The study focused on two interrelated research questions: (1) How did co-requisite models for English language learners shape curricular and pedagogical decisions? and (2) In what ways did instructors address the reading and writing needs of their students while simultaneously providing course content? Documenting the enactment of co-requisite policy, our findings revealed the ways in which these courses may differ for instructors of students still developing English language proficiency. Through in-depth interviews with faculty teaching the course throughout the semester, findings revealed the complexity of this new co-requisite policy on teachers’ curricular decisions and pedagogical practices in classes designed for English language learners. Initial research has shown that co-requisites have been successful in improving student outcomes; therefore, it is crucial that college administrators, researchers, and policy makers understand how the co-requisite model may differ for English language learners. |
| Databáze: |
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