CATESOL and RP Group: College Composition - Shared screen with speaker view
Luis Enrique Flores
Nope. I see the ppt version, from your point of view, not presentation mode, but I can still see the slide :)
I see slide not presentation mode ..
me too - I see PPT version
It is in presentation mode, but not slide show. We see six slides
Overview of AB 705 with respect to eSL
??Craig, to be clear, you are speaking now only of CREDIT ESL, right?
David et al: AB705 is silent on non-credit, and does not impose a timeline to transfer-level English for non-credit ESL.
Thx all, took me a sec but think i have it now
Reagrding articulating ESL for CSU area C2 credit (I think); I head that a college can determine this locally for the local degree requirement, and that CSU will adopt the local decision. Is this correct?
Could you please give an overview of Common Assessment as well?
L. Jacob Skelton
Does the lowest level course of the ESL Credit program have to be open entry (i.e. open to all proficiency levels), or can colleges require lower-proficiency students to place into ESL Credit (i.e. low intermediate proficiency) or complete a certain level of ESL Non-Credit?
L. Jacob Skelton
If a college can place a student into non-credit as a pre-req to the lowest credit ESL level, does that non-credit semester count toward the 3-year limit?
^^Ditto to that question.
Ok thanks-- I didn't think it was decided but this is the first I had heard about requiring non-credit pre-reqs (as you are saying too).
Per the prior question, the July 20 CO Guidance document says "six primary terms . . .as it relates to credit ESL." Doesn't that mean that noncredit courses can not be counted?
Luis A. Gonzalez
additionally, if noncredit courses dont show up on a transcript how would we know that the requirement was met. and with open entry, open exit non credit
Luis A. Gonzalez
might it take longer to complete that co-req
About 10 years ago, we were told that A and B were not an allowable structure.
Cuyamacca, Woodland, and the whole Peralta district use the A-B structure
What are the implications of AB 705 for mirrored ESL programs? Our college has six levels of Credit/Noncredit mirrored classes with the highest at two levels below transfer.
I'm still not sure what the A-B structure is. Can you explain a bit further?
The A/B sequence, if many students end up taking both, becomes a way around six primary terms. Isn't this a problem unless the vast majority of students don't have to take B?
To supplement what Terrance is saying: A-B structure is a mecchanism some programs have used to accelerate their ESL sequence while still allowing for different rates of language acqisition.
Thank you so much! I got it now
Is students take A and B, that's two terms per level
Could you speak more about corequisites? For example, can we have different corequisites for the same class, depending on student MMs? For example, could ESL students taking Freshman Comp have a different corequisite than other students?
Re co-reqs, is it possible to have a 3-unit co-req for ESL transfer level that is not required — would it still be called a “co-req” or is it automatically called an “advisory”?
I'm having a hard time reconciling the AB705 language that colleges "may require" support such as co-reqs, but at the same time this idea that if students "don't want to" they don't have to. Isn't that what it means to "require" something?
Can an ESL student choose to be on an English track rather than an ESL track? Or do ESL students get automatically placed in an ESL track? I've heard that ESL programs may lose students because they will just take English classes to get their requirements done sooner
Sara and Melissa, I think this is why the language is shifting to "concurrent support."
Craig, are you saying then that the challenge process might be guided self-placement?
ESL students have already been able to choose English track, s Craig is saying. I actually think this is a good readon in favor of guided self-placement, because if we do a good job of informing students of the value of ESL instruction, they may be more likely to choose it. Also this will now be the only change most students have to do something below transfer-level English, which many students who identify as non-native speakers may actually want.
* only chance (not change)
Is there any law regulating how many credits ESL credits should be? For example can colleges make their ESL courses 9 or 12 credits to require students work and more hours per week?
I see. Thanks!
How can we better understand the financial aid implications of ESL courses that are 5 or 6 units each? We're getting some resistance for higher level unit courses at my college.
Re: course unit values, program structure etc., is the AB705 groups going to study what structure "amximizes the probability" of throughput through transfer-level ENGL?
sorry for my terrible typing
L. Jacob Skelton
Yes, very helpful. Thank you!
Thank you very much for the very helpful webinar!
Yes, Thank you!
Thank you! It was very informative
Thanks, Craig & Terrance!
could we please get these powerpoints?
Yes, we will send this out
Thank you all!
Thank you everyone! That was great!
I wonder if this session was recorded? I missed the first half of it! Thank you!
Can you send the flyer via the chat as an attachment
Yes, it is