Program Components:

Academic/remedial support

Career counseling/exploration

Curriculum development

Assistant Director, English as a Second Language and

Intercultural Programs

1100 N Grand Ave

Walnut, CA 91789

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

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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

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.