Strategies to Support Multilingual Learners in College Credit Programming
Community colleges serve as an important educational entry point for Multilingual Learners (MLs) (Huerta et al., 2019; Teranishi & Suárez-Orozco, 2011), but research indicates that barriers disproportionately impact and impede these students’ success. MLs enrolled in ESL courses do not accumulate as many credits as their peers in developmental courses (Hodara, 2015) nor do they persist through their programs at proportionate levels (Raufman, Brathwaite, & Kamakarian, 2019). In this session, the Community College Research Center (CCRC) will discuss findings from an IES-funded, three-year, mixed-methods study exploring policies and practices impacting the trajectories of MLs at one large urban community college district. Faculty from North Shore Community College and Truman College will highlight innovative approaches they are using to support ML students in credit programming, including dual language pathways and a transitional bilingual learning community.