Prepare college instructors to support English Learners' language and academic development in dual enrollment courses¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that future work examine professional development for college faculty teaching dual enrollment participants from K-12 EL backgrounds. They note that "much less focus has been placed on training college-level instructors in supporting language and academic development for ELs," and that high school teachers could not follow students into college classrooms to support them in real time. This strategy targets the support gap the study identifies as a plausible explanation for null and negative enrollment effects.

Design Implications¶

Context¶

Requirements¶

• Coordination between secondary and postsecondary systems
• Professional development opportunities for college instructors teaching EC participants

Constraints¶

• The article calls for research on this strategy rather than reporting it tested

Target Learners¶

• English Learners in dual enrollment and Early College programs

Target Learning Goals¶

• Persistence in college-level coursework
• Integration of language and academic content learning

Affordances¶

• Early College Four Pronged Approach

Related Strategies¶

• Select dual enrollment courses without English language proficiency requirements or prerequisites to make Early College linguistically accessible
• Use students' home language (Marshallese) to supplement English instruction in entry-level ELA courses
• Research agenda for extending puppetry as an ecology teaching tool

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