A. Overview of our program

English for Speakers of Other Languages (ESOL)

What is ESOL?

The English as a Second Language (ESL) and English as a Non-Native Language (ENNL) departments have been combined into the new English for Speakers of Other Languages (ESOL) Department.

The ESOL Department offers eight levels of English, from level 1, for students with no or very little English, through level 8, after which students can continue on with their college classes. ESOL levels 1 - 8 serve the needs of adult refugees, immigrants, permanent residents and U.S. citizens. Levels 4 - 8 also serve the needs of professional personnel working or training in the U.S., international students, and international visitors. American-born deaf or hard-of-hearing students may take levels 4 - 8 if their first language is American Sign Language.

Why Students Take ESOL Classes

All ESOL students are working to achieve various personal goals, such as learning enough English to meet daily communication needs, conducting business, getting involved in their children’s education and interacting in their community. Most ESOL students also have work- or education-related goals, such as GED or high school completion, professional or technical training, professional development, or continuation of college studies within an English-speaking medium.

Our Faculty

Teachers in the ESOL program have Masters Degrees in Teaching English to Speakers of Other Language (TESOL) or Master Degrees and advanced TESOL training. These teachers come to the program with experience teaching students with language backgrounds other than English. Many teachers have additional expertise such as teaching with technology or teaching literacy. Most teachers have lived and worked in countries other than the U.S.

Credit and Non-Credit Classes

ESOL offers both credit and non-credit classes.

How Students Enroll

All new students who do not speak English as their first language must complete the following steps before they can enroll in any ESOL class.

1. Students complete a PCC admissions application and pay the $25.00 application fee.

2. Students find the ESOL testing schedule for the campus and take the Compass ESL placement test at the location where student plans to take classes.

3. Students make an appointment to see the ESOL advisor after finishing the test. 4. Students then attend a PCC orientation session at that campus.5. Students register for classes (with help of advisor).

Locations of ESOL courses

Cascade Hillsboro Rock Creek Southeast Center Sylvania

Program Overview ESOL Levels 1-3 are non-credit classes. Levels 4 and 5 can be taken either as non-credit or college credit classes. Levels 6-8 are college credit classes. Twenty-four credits of ESOL courses may be applied to the Associates Degree or the Oregon Transfer Degree. The cost of ESOL classes ranges from a moderate fee to full college tuition. Also see Fees and Economic Fee Waivers.

Level Credit / Hours Class Class Class CostBasic ESOL for daily living

1 Non-credit (3, 6, or 9 hours) ESOL 10

Non-credit: $20, $35 or $50 per class (includes tech fee)

2 Non-credit (3, 6, or 9 hours) ESOL 20

3 Non-credit (3, 6, or 9 hours) ESOL 30

Transitional ESOL

4

4 hours noncredit per class (credit for international students only)

Writing 42 / 42N

Reading 40 / 40N

Commun. 44 / 44N

Non-credit: $62.50/per class (includes tech fee)

Credit: $70/credit + fees

Credit for non-resident students: $198/credit + fees

54 hours noncredit or optional 4 hours credit per class

Writing 152 / 152N

Reading 150 / 150N

Commun. 154 / 154N

Academic ESOL

6 5 credits/per class Writing 162

Reading 160

Communication 164

Credit: $70/credit + fees

7 5 credits/per class Writing Reading Communication

Level Credit / Hours Class Class Class Cost252 250 254

Credit for non-8 5 credits/per class Writing

262 Reading 260

Communication 264

Estimated Time to Complete the Program

Each class in levels 1 - 3 is designed to take 2 - 3 terms to complete. Each class in levels 4 - 8 is designed to be completed in one term. A student’s rate of progress through the program is affected by a number of factors, such as native language, educational background, living situation, work schedule, and time available to study and practice.

Noncredit Fee Waivers

Admission Application Fee There is a non-refundable $25.00 application fee that must be paid before attending an orientation and placement session. There is no waiver of the application fee.

Class Fee Waivers ESOL students in Levels 1 - 5 who cannot pay the class fee can ask their instructor for a Class Fee Waiver form. To qualify, a student must show proof of participation in Food Stamp Benefits, Oregon Health Plan, Dislocated Workers Program, or YES/MAP/TRIO programs. All class and tech fees can be waived for Level 1 - 3 students. Students who are in Level 4 or 5 can only waive the class and tech fees for one class each term.

B. ESL Program: a Retrospective

From the 1970’s to 2003, the ESL program provided a moderately intensive year round program; in 2003 these courses were offered at eight locations. Instructors held graduate degrees in TESOL (Teaching English to Speakers of Other Languages) or other fields. There were four full-time faculty and 45 part time instructors.

The program had four levels, all of which integrated skills (listening comprehension, speaking, reading, writing, grammar/ structure and pronunciation). Supplementary courses included courses in targeted skills classes (such as in reading or writing). The program taught adult immigrants and refugees English language communication and critical thinking skills in order to (1) exercise rights and responsibilities for self and family, (2) access job information and pursue further career advancement, (3) pursue formal academic and informal education throughout life, (4) build social networks and relationships in English speaking communities, and (5) promote respectful interactions among people of diverse cultures.

In 2002-03, 41 % of the ESL student population had Spanish as a first language, 17% had Vietnamese, 10% Russian, and 9% Chinese, 5% Serbo-Croation, 4% Korean, Somali 2%, 1.5% Arabic, and the remaining had a variety of other languages. To enter ESL courses students took

a placement exam based on listening skills and went through an orientation. Students could enter courses within the first four weeks of a term, and they could repeat a course up to three times. Movement up through the levels depended upon completion of performance tasks, CASAS scores, and the instructor’s assessment.

C. ENNL Program: a Retrospective

From the 1970’s to 2003, the ENNL program provided intensive language course; in 2003, these courses were offered at Cascade, Rock Creek, and Sylvania. Instructors held degrees in TESOL (Teaching English to Speakers of Other Languages) or related fields such as foreign language or linguistics. ENNL had 11 full-time faculty, two full-time faculty with split appointments; the ratio was 70% part timers to 30% full time.

The core program provided instruction in reading, writing, and speaking at four skill levels (Intermediate, Upper Intermediate, Advanced, and Upper Advanced). Supplementary courses included vocabulary building and American Culture and Communication I and II. The courses carried transfer credit as electives and/or foreign language and met the requirements for student visas and basic grants. The program served the needs of a diverse population composed of international students, refugees, permanent residents, U.S. citizens who were immigrants, foreign visitors, and professional personnel working or training the in U.S. The program outcome of ENNL was to impart sufficient language skills to enable non-native students to continue in vocational/technical or college transfer programs. The program indicated that it contributed to the then College mission by offering students of all ages, races, culture, and economic levels who had suitable educational background opportunities for personal growth and attainment of their goals.

In the academic year, 2002-03, 77 different countries and 60 languages were represented college-wide in the ENNL program. ENNL was designed as an academic program, much as any other world language course at the college level, and courses included regular curriculum review, assessment of students’ skills, and advising. Students took a placement exam in order to enter the program. Success in coursework and instructor recommendations moved students from level to level.

D. It’s 2009: Who are we? (Faculty and Students)

Faculty are a group of active professionals who have taught in ESOL. Some of us have come through ESL and some from ENNL. In February, we conducted a faculty survey. 80% of the faculty responded and the following graphs and charts of their responses illustrate aspects of who we are.

*Note: Of the adjunct faculty, 52% have assignment rights.

Survey responses indicated the following observations on the underlined focal areas:

Department/Administration (This includes survey responses related to such personnel issues as full-time positions, faculty assignments, teacher schedules, department chairs.) Quite a few survey respondents saw a need for more full-time faculty in the ESOL program. Individual responders observed the following: the presence of tension among adjunct faculty related to

expectations of faculty department chairs; the concern with fairness and consistency in the faculty evaluation, assignment, and scheduling process; the recommendation that faculty department chair positions should rotate more often; the idea that assignments should be made to help faculty become proficient in teaching an particular skill or level; the desire among adjunct faculty to have more job security, which in a few comments pointed to a relationship with serving ESOL students better.

Staff development & Professional activities The following graphs shows the strong professional involvement among our faculty.

Service Learning

More than 20% of our staff has been involved in service learning. Mentoring

The staff mentioned several times that the implementation of a systematic mentoring program for new hires or for continuing teachers with new class assignment had been very beneficial and should receive continuing funding.

Funding One instructor expressed a concern that fulltime faculty get most of the money allocated for staff development. Another instructor suggested that part time faculty not be docked for missing instruction when they are presenting at a conference. Curriculum Content, Delivery, and Evaluation

Regarding curriculum, individuals expressed the following: a hope that we continue to work to improve the usefulness and clarity of our COGs; that we formulate word lists for each level; that we expand content for lower levels beyond survival skills focus; that we take another look at the focus on speech giving in the communications courses. With regard to methodology, one instructor suggested that we continue to employ IPA with Communications courses but not allow the focus on it to become excessive. Regarding student work evaluation, individual instructors raised the following ideas: consider doing team evaluations at midterm and final. Three instructors expressed the concern that students are moving up without appropriate skills in place and asked that we have stricter standards for moving up levels; that we foster faculty awareness of and adherence to standards and expectations of each of the levels; and that we recognize that there has been a lowering of standards to allow students to pass on.

Program Design

Individuals expressed the following thoughts: that we consider developing bridge courses for students seeking to exit to professional/technical tracks and that we add courses in accent reduction and grammar to supplement our current offerings; that we not combine levels; that we maintain a part time study option for students in Levels 1-3; that we move toward smaller class sizes in the lower levels to increase quality and effectiveness of instruction/learning; that we formalize help for students with literacy issues or learning disabilities.

College Resources/Facilities

Survey respondents offered the following insights and suggestions: a request that each classroom be equipped with a computer, projector and internet access; that we expand facilities, especially in Hillsboro/Forest Grove; that Rock Creek get more classrooms; that more resources be made available to instructors who teach at night. Overall, both full-time and part-time faculty indicated overwhelming satisfaction with the program’s quality and with being part of this program.

Students in ESOL

Numbers:

In the academic year 2007/2008, the ESOL Department served 4,352 students (unduplicated head count). The following charts provide demographic detail about the ESOL student population including the number of international students with a F-1 visa which has been steadily increasing. The chart also shows a dramatic increase in F1 visa holders at Sylvania in particular.

  Portland Community College  ESOL Student Headcount by Term & Campus, and % with F1 Visas                               

  Sylvania Cascade Rock CreekExtended Learning Collegewide

Term Total F1 Visa Total F1 Visa Total F1 Visa Total F1 Visa Total F1 Visa    N %   N %   N %   N %   N %200702 501 72 14% 495 37 7% 784 44 6% 379 1 0% 2121 141 7%200703 294 36 12% 321 27 8% 564 18 3% 251 1 0% 1407 71 5%200704 564 94 17% 498 66 13% 811 70 9% 507 9 2% 2324 214 9%200801 503 85 17% 490 46 9% 749 53 7% 590 22 4% 2265 178 8%200802 499 80 16% 479 49 10% 781 58 7% 562 19 3% 2241 186 8% 200803 318 41 13% 343 27 8% 569 20 4% 298 0 0% 1495 79 5%200804 558 138 25% 486 49 10% 788 56 7% 569 19 3% 2329 241 10%                               

Ethnicity and Gender

ESOL students’ affirmative action identification shows two major groups: Hispanic students at 50% of the student population followed by 34% Asian/Pacific Islanders. Surveys conducted at Sylvania and Rock Creek in 2008 indicate students are from 75 different countries and speak 52 different languages. (see appendix) The gender distribution in ESOL is comparable to the rest of the College, with 58% women and 42% men.

International Students and Residents

Our population of international students has gone from 14% in the spring of 2007 to 25% in the fall of 2008, which contributes significantly to PCC’s revenue.

Our student FTE, generated by any resident student is 1,404 which represents 7% of the college student FTE.

Age

ESOL students represent a broad age range, from teens to senior citizens. Data from PCC’s Institutional Effectiveness show 28% of the ESOL program population is between 31 and 40 years old; 21% of students are between 21 and 25 years old; and 18% are between 26 and 30 years of age. Compared to the rest of the college population, ESOL has fewer students between 18 and 20 years old and a much higher percentage of students between 31 and 40 years old.

Enrollment

50 percent of our students are half-time students (6 to 11 credits) compared to 36 percent in the college population as a whole. And, about 20 percent of ESOL students attend full-time while the college population as a whole is about 40% full-time. 31% of our students are part-time (6 credits or less) compared with 24% for the rest of the college.

Student Evaluation/Grades

Data comparing grade distribution between ESOL and all other credit courses shows interesting differences. First, ESOL has a 3% student withdraw level while all other credit classes have a 7% rate. The rate of successful completion of courses as measured by A’s and B’s comparing ESOL and other Credit Courses is about the same, 65%; however, ESOL students tend to get fewer A’s and more B’s and C’s. (See appendix)

Pre and Post Merger ESOL Student Tracking

In looking at Figure 1, the data we have on pre-and post-merger figures gives us reasons to be pleased with the program’s contribution to student success. In the Pre-merger figures in 2005, 12% of a student cohort who completed non-credit ESL courses went on to credit ENNL classes and 11% of these successfully completed their ENNL coursework. Post-merger, 63% of a comparable cohort completed Level 4 and moved on to the Levels 5-8; of these, 18%

successfully completed their coursework. Based on this data, we can see that the post-merger program of 2007 saw a 51% increase in students moving up to possible* credit courses. Of these, the number who successfully completed regular credit courses (outside of ESOL) more than doubled (from 3% to 7%).

Pre-Post merger ESL student tracking.

Pre-merger Spring 2005ESL 0724 cohort

From Spring 2005 through Fall 2006Took ENNL Earned an

A/B/C/PTook Reg. credit

Earned anA/B/C/P

323 40 12% 35 11% 12 4% 10 3%

Post-merger Spring 2007ESOL 4cohort

From Spring 2007 through Fall 2008Took 5-8 Earned an

A/B/C/PTook Reg. credit

Earned anA/B/C/P

309 194 63% 55 18% 28 9% 22 7%

Notes:- Cohort: Unduplicated headcount of students enrolled in the specifiedcourse or level, for the specified term.- Took: Of the students in the cohort, number who enrolled in at least onecourse at the specified level during the specified terms.- Reg Credit: Any non-ENNL/ESOL credit class.- Earned: Of the students in the cohort, number who received a P, or a Cor better, in any class at the specified level, during any of the termsspecified.

*When we requested this data, we neglected to account for the fact that both level 4 and 5 can be taken for credit or non-credit, so these results may have some errors; still, the over- all direction of student progress has clearly improved.

In the second chart, we are looking at the ESOL program of 2007-08 data. We see that of the 300 students who completed the ESOL program (Level 8 WR & RD and either Level 7 or 8 Communications), 89% went into other credit coursework at the college, and 87% of them completed those other courses successfully. We feel these figures indicate that ESOL is providing students with excellent preparation! (We wonder if any other modern language program could show that students who completed several years of courses could, at such a high rate, complete other college-level work conducted in the language they had studied.)

ESOL Completers Transitioning to Other Credit Classes (Table 3)

From Spring 2007 through Fall 2008 Completed ESOL

Took other credit classes Earned an A/ B/ C/ P

300 268 89% 260 87%

*Completed ESOL : students received a C or better in ESOL 260, and ESOL 262 and either ESOL 254 or 264

Appendices

Native Countries and Native Languages Rock Creek  Student Survey conducted in Fall 2008 Question 1. What is your native country? Native Countries  

Native Countries     Syria 1Afghanistan 2   Taiwan 12Cambodia 6   Tanzania 1Chile 1   Thailand 5China 30   Turkey 3Colombia 3   Ukraine 2Congo 1   United States 8Costa Rica 2   Uzbekiston 1Ecuador 3   Venezuela 1Egypt 1   Vietnam 51El Salvador 2      

Ethiopia 5  Question 2. What is your native language?

Germany 1   Native Languages  Ghana 1   Arabic 13Guatamala 38   Cambodian (Khmer) 6Honduras 3   Chinese (Cantonese/Mandarin) 36Hong Kong 2   Ethiopian (Oromic) 5India 2   Farsi 4Indonesia 3   French 2Iran 4   German 1Iraq 5   Ghana (Tui) 1Israel 1   Hebrew 1Italy 1   Indian (Hindi) 2Japan 3   Indonesian 2Jordan 1   Italian 1Kazakhstan 1   Japanese 4Korea 21   Korean 21Laos 2   Kurdish 1Liberia 1   Laos (Lao) 2Libya 1   Liberian (Bassa) 1Mexico 215   Mayan 1Morocco 1   Nepal (Nepali) 1Nepal 1   Persian 1Peru 7   Philippino (Tagalog/Cebuarto) 3Phillippines 3   Romanian 1

Puerto Rico 1   Russian 10Romania 1   Somalian (Somali) 20Russia 7   Spanish 285Saudi Arabia 2   SriLanka (Sinhalees) 4Somalia 20   Swahili 2Spain 3   Thai 5Sri Lanka 3   Turkish 4Sudan 1   Vietnamese 45         

Missing table. ( in progress. Dominique has to make a table from a pdf. document)