English as a Second Language in the Community College Curriculum

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

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The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

English Language Teaching ◽

10.5539/elt.v9n5p134 ◽

2016 ◽

Vol 9 (5) ◽

pp. 134 ◽

Cited By ~ 1

Author(s):

Muhammad Saleem Khan

Keyword(s):

Community College ◽

Second Language ◽

Foreign Language ◽

Secondary Students ◽

English Language ◽

Language Use ◽

Native Language ◽

Vocabulary Learning ◽

Target Language ◽

The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

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Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix

Written Language & Literacy ◽

10.1075/wll.00020.abb ◽

2019 ◽

Vol 22 (1) ◽

pp. 67-94

Author(s):

Katherine A. Abba ◽

R. Malatesha Joshi ◽

Xuejun Ryan Ji

Keyword(s):

Community College ◽

Second Language ◽

English Language ◽

Linguistically Diverse ◽

The United States ◽

Generation 1.5 ◽

College Level ◽

College Population ◽

Diverse Community ◽

Language Students

Abstract Proficient writing in English is a challenge for the linguistically diverse community college population. Writing research at the community college level is warranted in order to guide instruction and assist students in achieving higher levels of proficient writing. The current study examined the writing of three community college groups: native English Language students (L1, n = 146), English as a Second Language students primarily educated abroad (L2, n = 31), and English as a Second Language students who graduated from high school and lived in the United States for more than four years (Generation 1.5, n = 72). The writing samples were analyzed using Coh-Metrix to examine group differences in lexical, syntactic, and cohesion characteristics. Results indicated significant differences in syntactic and lexical measures among all groups, with small to large effect sizes. The majority of differences related to proficient writing characteristics were found between L1 and Generation 1.5 groups.

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Using the International Negotiation Modules Project (INMP) to Build a Learning Community

Building Online Communities in Higher Education Institutions - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-5178-4.ch006 ◽

2014 ◽

pp. 117-131

Author(s):

Rosalind Raby

Keyword(s):

Community College ◽

Learning Community ◽

Collaborative Work ◽

Approaches To Learning ◽

International Negotiation ◽

College Curriculum ◽

Construction Of Knowledge ◽

Online Simulation ◽

Student Teams ◽

Traditional Approaches

This chapter profiles a program that uses online simulation to internationalize the community college curriculum. For the past two decades the International Negotiation Modules Project (INMP) has had a particular effect on the construction of knowledge for community college students who often need non-traditional approaches to learning for their success. Through active learning and collaborative work on cross-disciplinary concepts, the simulation enhances overall student comprehension. In the process, the INMP helps to build a cohesive learning community that begins with student teams, continues with classroom learning, and transcends to multi-college classroom dialogue. This chapter explores how unique interactions inherent in INMP reinforce student engagement that, in turn, enhances overall student success.

Download Full-text