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Passing the torch: strategies for innovation in community college ESL

Corporate Name: Council for Advancement of Adult Literacy

Publisher: Council for Advancement of Adult Literacy (CAAL)

Published At: New York, NY

Date Published: February 26, 2007

Distributor: Council for Advancement of Adult Literacy (CAAL)

Source Address: 1221 Avenue of the Americas - 46th Floor

Source City/State/Zip: New York NY 10020

Phone: 212-512-2363

Material Type: Research/Technical Report

Intended Audience: Policy Maker

Physical Media: Print

Physical Description: 153 p.

Subjects: English (Second Language); Community Colleges; Financial Support; Adult Education; Noncredit Courses; Program Effectiveness; Policy Analysis; Administrative Organization; Learning Strategies; Curriculum; Thematic Approach; Vocational English (Second Language)

This report provides an "in-depth look" at ESL program service in several community colleges across the nation, with a focus on 'non-credit ESL'. A major section of the report deals with costs and funding issues. Strategies examined in the report include curricular integration, co-enrollment, vocational ESL programs and the Spanish GED, as well as high intensity instruction, learning outside the classroom, and the use of 'learner-centered' thematic curricula, plus faculty training, development and quality. The report is intended for use by both "designers of community college ESL service and policymakers and private funders". Included in the Appendices are an Executive Summary [also accessible as a separate link], College Fact Sheet, and a description of the VESL Immersion Program (VIP) at the City College of San Francisco. [See also The Council for Advancement of Adult Literacy website at to directly access this document and other reports/publications.]

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OTAN activities are funded by contract CN220124 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.