English as a Second Language

A Comparison of English as a Second Language (ESL)

Scores for Adult Students in Two Program Modalities

Miami Dade College (MDC), chartered in the early 1970s by citizens who recognized a need for an institution of higher education in the ongoing development of their young community, was a response to external environmental conditions, including the South Florida land boom and a positive national and regional economic climate. Population increases in the area served by the institution marched hand-in-hand with resource availability and supporters of the college had high expectations for its performance. However, when the first 200 students enrolled at MDC in the fall of 1972, many of these conditions had deteriorated. A major hurricane further impeded development and until about 1992, MDC was marginally viable.

Nevertheless, MDC has over time created a vital niche for itself, serving a diverse population of multicultural students drawn from among traditional college-aged groups and adult learners. A major set of programs offered by the school targets adult students with limited English proficiency (LEP). These nontraditional students access learning opportunities at MDC to enhance their own socioeconomic status, acculturation, and academic achievement. Consequently, programming targeting this student population is a significant element of MDC's overall mission.

Meeting the educational, training, and linguistic

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ion varies widely from no formal education to graduate or professional degrees may focus on obtaining GED (General Educational Development) credential or transitioning to higher education (although learners have many other goals as well) may focus on learning basic conversational English first before working to obtain the GED credential or going on to or continuing higher education. Some may also be focused on passing the U.S. citizenship test) (Hadley, 1993). CAELA (2005, p. 4) noted further that: Although adult English language learners share many of the same goals as native English speaking learners (work advancement, family concerns, high school diploma, academic study), their first need is to learn sufficient English to function day to day in U.S. society. Unlike many learners in ABE programs, most adult English language learners may not have the oral English language skills they need to reach their goals. Teaching English language learners in adult education programs is not the same as teaching native English speakers, who have already participated in the K-12 education system in the United States and, for some reason, still need or want additional education as adults. Teachers, program directors,

Category: Psychology - E