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NONCREDIT ESL/CREDIT ESL

ENGLISH SKILLS

In loving memory of Carol Adair


College Learning Outcomes:

  1. Written, Oral and Visual Communication: Communicate effectively in writing, orally and/or visually using traditional and/or modern information resources and supporting technology.
  2. Scientific and Quantitative Reasoning: Locate, identify, collect, and organize data in order to then analyze, interpret or evaluate it using mathematical skills and/or the scientific method.
  3. Critical Thinking: Differentiate between facts, influences, opinions, and assumptions to reach reasoned and supportable conclusions.
  4. Problem Solving: Recognize and identify the components of a problem or issue, look at it from multiple perspectives and investigate ways to resolve it.
  5. Information Literacy: Formulate strategies to locate, evaluate and apply information from a variety of sources - print and/or electronic.

Best Practices in College Skills that align with the College Learning Outcomes



Links to each sub-section:
Noncredit ESL: AH_B_NCESL
Credit ESL: AH_B_CRESL
Basic Skills English: AH_B_EnglishSkills

These are pre-college basic skills course which do not result in degrees or certificates.



ENGLISH SKILLS

DON'T FORGET TO SAVE!!!

First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to the various parts of their areas in a matrix as follows:


Effective Communication

Scientific or Quantitative Reasoning

Critical Thinking

Problem Solving

Information Literacy
Basic Skills English
5

2

5

5

5












NEXT: Look at what your discipline has written previously about Discipline specific SLOs. How do these compare to each of the following general college outcomes?

From Program Review 2009-2010:

English Skills:
Credit ESL:
Noncredit ESL:
From the 2007 Program Review:

Department Goals- Institutional
  1. Coordinate Basic Skills reading and writing and English composition programs.
  2. Coordinate basic math and English programs with innovative and flexible curricula.
  3. Offer innovative and flexible scheduling to meet the changing needs of our students.
  4. Clearly articulate assessment practices and tools that evaluate learning styles.
  5. Establish a coordinated system of student service and formal mechanisms (with checks along the way) for under-prepared students that will ensure student success.
  6. Coordinate programs, courses, and activities for developing the independence and confidence required to succeed within the college environment.
  7. Maintain institutional recognition of and support for sufficient staffing to address the more intensive interactive requirement of working with basic skills students.
  8. Fully staff and equip state-of-the-art basic skills labs.
  9. Provide professional development opportunities for faculty to be informed about changes and innovations in the field.
  10. Develop hybrid and Internet courses that will support basic skills instruction.

Department Goals for Student Learning: To provide educational opportunities for students to:
  1. read and write at a college-entry level as articulated by State standards
  2. navigate the college system and develop appropriate academic behavior
  3. develop the skills and behavior patterns expected in the workforce
  4. build a foundation of language abilities and interpersonal skills with which they can gain new job skills and obtain hiher paying jobs.

More specifically, all courses in the English Skills program will support critical thinking and appropriate academic behavior by insuring that the students meet the following outcomes:
Program Level Critical Thinking - Student Learning Outcomes In our department, students approach problem solving in ALL reading classes by
  1. using context clues to find meanings of unfamiliar words
  2. identifying and explaining key ideas
  3. identifying and listing appropriate supporting ideas
  4. recognizing implied main ides
  5. understanding relationships that involve addition, time comparison, contrast, cause and effect, and examples
  6. distinguishing between facts and opinions

in ALL writing by
  1. supporting a main idea with concrete and logical support
  2. using a variety of writing strategies to support an idea
  3. using a variety of sentence types to accomplish tasks

Program level Behavioral - Student Learning Outcomes. Because our students tend to be academically at risk, we incorporate strategies to help them take personal responsibility for their learning. In our department students learn to navigate the college system, develop appropriate academic and develop the skills and behavior patterns expected in the workforce by:
  1. Attending all classes promptly and as scheduled.
  2. Demonstrating appropriate classroom behavior.
  3. Bringing text books and study material to class.
  4. Keeping records of their progress.
  5. Turning in presentable academic assignments on time.
  6. Scheduling time so that they are prepared for each class.
  7. Using the lab services.
  8. Seeking the instructor in the lab and during office hours
  9. Using academic support services appropriately

Think about how these programmatic SLOs relate to the College Learning Outcomes above. Feel free to edit, expand or change them. Try to make a program SLO for each College Learning Outcome with scores of 3 or higher on the matrix.





NONCREDIT ESL and CREDIT ESL


DON'T FORGET TO SAVE!!!

First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to the various parts of their areas in a matrix as follows:




Effective Communication

Scientific or Quantitative Reasoning

Critical Thinking

Problem Solving

Information Literacy
Noncredit ESL

5

1

5

5

4
Credit ESL

5

1

5

5

5


Next: Look at what your discipline has written previously about Discipline specific SLOs. How do these compare to each of the general college outcomes above?

Institutional Department Goals -
  1. Coordinate Noncredit ESL and Credit ESL programs.
  2. Offer flexible scheduling to meet the needs of our students.
  3. Maintain institutional recognition of and support for sufficient offerings to maintain a coherent and smooth progression and ultimately transition to credit ESL.
  4. Fully utilize the Language and Culture Lab ensuring that all noncredit classes have access to it throughout the semester at regularly scheduled times.
  5. Provide professional development opportunities for faculty to be informed about changes and innovations in the field.
  6. Eventually as more ESL students have their own computers, develop hybrid and Internet courses that will support ESL instruction.

Student Learning Department Goals To provide educational opportunities for NC ESL students to:
  1. effectively communicate in all English language skill areas (speaking, listening, reading, writing) in all aspects of their lives in the U.S. at work, in college, in social settings, etc.
  2. effectively navigate the U.S. college system and develop the skills and knowledge needed to bridge successfully to an academic or workforce path.
  3. improve their connections and interpersonal skills in English.
  4. build a foundation in English with which they can gain new job skills and obtain higher paying jobs.

All ESL courses will support critical thinking and appropriate academic behavior by ensuring that the students meet the following outcomes:
  1. ESL students are learning to think in a new language - they develop skills and vocabulary to respond to different situations at school, in their daily lives and at work. They learn to navigate through a new culture, through a new school system and through their jobs.
  2. ESL students learn to apply their language skills to intra-personal, interpersonal and intercultural contexts in order to work cooperatively in large and small groups and to show respect to their classmates and teachers.

Program level Behavioral - Student Learning Outcomes:Because our students are new to this culture and educational system, we incorporate strategies to help them take personal responsibility for their learning. In our department students learn to navigate the college system, develop the appropriate skills and behavior patterns expected in academic and workforce environments by:
  • Attending all classes promptly and as scheduled.
  • Demonstrating appropriate classroom behavior.
  • Bringing text books and study material to class.
  • Turning in homework on time.

ESL Problem Solving and Critical Thinking SLO (from 2005) How does this SLO fit with the general ones above?

In our department we teach students to approach solving problems by communicating fluently in English in reading, writing, speaking and listening.

ESL Community Building SLO (from 2007) How does this SLO fit with the GE SLOs above?
Our College-wide Student Learning Outcome Goal is to Build Community. In all areas, both academic and non-academic, we establish and promote links for students so they can successfully navigate the college experience, and as a result, become responsible learners as well as confident, knowledgeable, and successful members of the COM community.
The ESL department achieves this goal by:
  • Promoting accessibility for students
  • Celebrating student success
Methods Since our students apply their language skills to intrapersonal, interpersonal and intercultural contexts, we incorporate numerous strategies to build a community by encouraging our students
  • To demonstrate inclusive behavior in class
  • To demonstrate their ability to work in large and small groups
  • To critique classmates respectfully
  • To respect each other
  • To demonstrate their ability to work together
We assess our students in many ways throughout the semester. By mid-term, students will have demonstrated the following:
  • Students greet each other.
  • Students know and use their classmates’ names.
  • Students know where their classmates are from and why they are attending school.
By the end of the semester, students will have demonstrated the following:
  • They can share information in class;
  • They respond to mistakes appropriately;
  • They feel emotionally secure enough to ask for clarification during class;
  • They work together on assignments in and out of class (in lab);
  • They are a good audience in speaking and writing situations.

Think about how these programmatic SLOs relate to the College Learning Outcomes above. Feel free to edit, expand or change them. Try to make a program SLO for each College Learning Outcome with scores of 3 or higher on the matrix.