Select dual enrollment courses without English language proficiency requirements or prerequisites to make Early College linguistically accessible¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This implementable design move addresses the gatekeeping the article documents, where fluent-English-proficiency policies can deny ELs entry to advanced coursework. In the studied program, "the district worked with the college to select courses that do not have English language proficiency requirements or prerequisites." This allowed all 12th graders, regardless of linguistic status, to enroll in college pathways by default rather than by test or teacher gate.

Design Implications¶

Context¶

Requirements¶

• Partnership between the district and the college to identify and approve qualifying courses
• Pathways bundling courses toward a certificate or associate degree

Constraints¶

• Courses selected this way were pathways toward certificates or two-year degrees; effects on four-year college attendance were negative in the study

Target Learners¶

• Adolescent English Learners, including newcomer ELs

Target Learning Goals¶

• Access to college-level coursework
• College credit accumulation toward a certificate or degree

Affordances¶

• Early College Four Pronged Approach

Related Strategies¶

• Prepare college instructors to support English Learners' language and academic development in dual enrollment courses
• Maintaining Sensitivity to Language Concerns

Examples¶

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Key Sources¶

• Johnson, Angela, and Diana Mercado-Garcia. (2020). The Effects of Early College Opportunities on English Learners. (EdWorkingPaper: 20-232). Annenberg Institute at Brown University. https://edworkingpapers.com/ai20-232