Title: ESL and VESL Career and Academic Laddering
College: Mt. San Antonio College
College Contact:
Liza Becker
Assistant Director, English as a Second Language and Intercultural
Programs
1100 N Grand Ave, Walnut, CA 91789
909-594-5611 x5233 or
lbecker@mtsac.edu
Description:
The goals of the
practice are to provide LEP students with a supportive educational
system that improves English language skills, provides opportunities
for higher levels of vocational and academic education, increases
job readiness skills, and encourages career exploration through
research and work-based experience. Mt. San Antonio College
currently serves over 5,000 LEP students in the non-credit ESL
department. The college offers a tiered ESL and VESL program that is
built upon the concept of Laddering, with each level of student
accomplishment leading to greater academic preparedness,
vocational/career advancement opportunities, and increased
civic/community participation. Students are assessed upon entry into
one of seven levels of ESL (Pre-level 1 through Level 6) and are
provided with an interactive orientation to the program, the campus,
and educational/career opportunities. As a student advances, a
certificate is awarded for each level successfully completed. This
advancement is based on the student portfolio record of skills and
accomplishments, including successful completion of a project such
as development of a resume, demonstration of successful job
interview techniques during a mock interview, or organizing a
service learning or volunteerism assignment. When a student reaches
levels 5 and 6, they are eligible to apply for the VESL program. The
VESL program includes two Technical/Vocational Education tracks:
Careers in Business and Careers in Health. The program includes a
counseling component and information on transitioning to credit
academic and vocational classes, business vocabulary, training in
keyboarding and basic computer skills, and completion of a final
project. Students can also enroll in a one-unit career guidance
course, staffed by a counselor who is licensed in disability
assessments and specializes in serving LEP populations. Final
projects are class/student-driven and often involve a project or
presentation that synthesizes their learning.
VESL has also partnered with the College Regional Health Occupations
Resource Center (one of eight established in the State through a
grant from the CCCCO) to produce a 10- month Health Care
Interpreting Program. The program trains bilingual and bicultural 92
students for effective interpretation in hospitals, clinics, and
other health care settings. During the last month, students
participate in a work-based activity as volunteer interns in health
care settings.
The ESL Department hosts an annual Career Conference for students at
Level 3 (intermediate-low) and higher. Guest speakers represent
areas that include academic and vocational education, as well as
business and industry. Topics include information on career options,
job readiness skills, student services and programs available at the
college, and strategies for pursuing degrees. Instructors
incorporate specific career fair assignments into their lesson plans
before the conference. On the day of the conference, instructors
host the various guest speakers, thereby facilitating the
communication between outside speakers and LEP students, when
necessary. Pre-Level 1 (literacy level) through Level 2
(beginning-high) classes conduct a career-based activity in their
own classrooms in order to participate in the career conference
within the safety of a comfortable language level environment.
Programs and services are marketed via publications and the
program’s web site (
http://esl.mtsac.edu ) displays and
notices posted throughout the facility and in classrooms, and by
instructors and presenters in the classroom and at special events.
The program is developing a database to gather information on ESL
and VESL student success and outcomes. Anecdotally, the staff knows
that VESL students are more likely to advance their postsecondary
education through academic and vocational programs (i.e. there is a
high transition rate).
The program has been successful in part because the ESL department
has collaborated with other programs of the college to serve a high
demand and high interest career areas. The program was designed in
such a way to create a sense of support and community. This included
cohorts of students, an integrated curriculum, and a cluster of
courses. An outcomes-based curriculum with portfolios, projects, and
multiple forms of assessment all contribute to the “evidence” that
supports learning and shares the responsibility of instruction.