Blumenthal, A.J. (2002). English as a second language at the community college: An exploration of context and concerns. New Directions for Community Colleges, 117, 45-53.

This chapter explores five concerns central to community college English as a second language (ESL) programs: the diversity within the community college ESL population, the place of ESL within the institution, employment and training issues for ESL instructors, "Generation 1.5," and financial and funding concerns.

Curry, M.J. (2004). UCLA community college review: Academic literacy for English language learners. Community College Review, 32(2), 51-68.

The writer examines the complicated issues involved in helping English language learners (ELLs) to acquire academic literacy. She argues that community colleges should set high expectations for such students and support them as much as possible by linking English-as-a-second-language and writing courses with disciplinary content. In support of this argument, she examines the various backgrounds of ELLs, their future academic and occupational goals, institutional community college structures that affect such students, and theoretical and pedagogical issues of teaching academic literacy. Finally, the writer provides information on strategies that can help ELLs to attain academic literacy.

Durdella, N.R. (2003). ESL in the community college: Programs, policies, and populations. Community College Journal of Research and Practice, 27(4), 351-355.

An annotated bibliography of ERIC resources on community college English-as-a-second-language (ESL) programs, policies, and populations is provided.

Estrada, L., Dupoux, E., & Wolman, C. (2005). The personal-emotional social adjustment of English-Language learners to a community college. Community College Journal of Research and Practice, 29(7), 557-568.

A study investigated the predictors of personal-emotional and social adjustment for English-language-learner (ELL) students. Data were obtained from 123 freshmen and first semester sophomore ELL students in a degree-completion curriculum at a two-year commuter institution in Southeast Florida. Findings revealed that locus of control was significantly associated with both personal-emotional and social adjustment adjustment. Furthermore, it was found that stress and being first in the family to attend college were significantly related to personal-emotional adjustment, while having precollege friends attending the same college significantly predicted social adjustment.

Estrada, L., Dupoux, E., and Wolman, C. (2005). The personal-emotional social adjustment of English-language learners to a community college. Community College Journal of Research and Practice, 29, 557-568.

This study investigated the effects of locus of control and other predictors on personal-emotional and social adjustment to community college in English-language-learner students. Results indicated that locus of control was significantly associated with both social adjustment and personal-emotional adjustment. Students with more external locus of control showed better adjustment to college. Stress and being first in the family to attend college significantly predicted personal-emotional adjustment, while having precollege friends attending the same college was significantly related to social adjustment. Implications for research and service programs are discussed.

Ferris, D.R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29(1), 33-53.

Research in student writing has suggested that teacher response to student compositions is most effective when it is given on preliminary rather than final drafts of student essays. One area of research in compositions is the assessment of student reactions to feedback they receive from their teachers. However, most previous studies of ESL student response to their teachers' written comments on their essays have been undertaken in single-draft rather than multiple-draft contexts. In this study, 155 students in two levels of a university composition program responded to a survey.

Forrest, S. N. (2006). Three foci of an effective high school generation 1.5 literacy program. Journal of Adolescent & Adult Literacy, 50(2), 106-112.

There is an increasing amount of research and discussion about the characteristics and learning needs of "Generation 1.5". These learners share characteristics of both first- and second-generation immigrants. The learners were educated in the United States, but live in homes where English is not the primary language. Fluency in social English was less prevalent than fluency in academic language. To date, most research focused on the Generation 1.5 population has considered adult learners. However, the needs of Generation 1.5 high school students must be considered in light of how curriculum, learning strategies, and teaching strategies affect literacy development. This article presents recommendations as a framework through which to develop a high school literacy program that meets the needs of the Generation 1.5 population. The nine recommendations are categorized within three areas of focus: curriculum centered, learner centered, and educator centered.

Hendrix, K. G. (2000). Now what do I do?: Advice for non-ESL instructors teaching courses with oral presentations. College Student Journal, 34(4). 641-652.

This paper describes the findings of a case study involving two undergraduate male students with English as their second language. Both study participants were enrolled in a regular ("mixed") section of a hybrid public speaking course as a graduation requirement; however, Siamack's native land was Iran and Tho's, Vietnam. The students were comprehensible and performed well in the course, however, they faced many more challenges than their U.S. counterparts. This paper provides a description of the steps I followed to assess their oral competency and the instructional strategies used to assist them in successfully meeting the course assignments. What the students did for themselves as well as what I, as their instructor, learned to do for them is discussed.

Maxwell, D., & Garrett, N. (2002). Meeting national needs: The challenge to language learning in higher education. Change, 34(3). 22-28.

The writers discuss the assumption that the American education is unable to meet the United States' need for communicative competence in foreign languages. University and college leaders have rarely developed a strategic, mission-driven response to why students should study a foreign language, for what purpose, how well the curricula and programs are structured to meet those aims, and what resources are to be committed to achieve those goals. Institutional leaders should demand a strategic approach to decisions regarding the direction of their foreign language programs. Institutions should assess their language programs' missions in the context of the institutional mission and objectives.

Morgan, B.D. (2002). Critical practices in community-based ESL programs: A Canadian perspective. Journal of Language, Identity, and Education, 1(2), 141-162.

This article examines a number of conceptual priorities relating to community-based ESL programs and provides a brief history of the development of these programs in Canada and Toronto. The author argues community-based ESL pedagogies should be informed by educational discourses that are more socially and ideologically focused.

Rajapaksa, S. & Dundes, L. (2003). It's a long way home: International student adjustment to living in the United States. College Student Retention Research, Theory & Practice, 4(1), 1-13.

A literature review on retention as it relates explicitly to women and people of color suggests that specific and unique factors play a part in student persistence. Despite the gains made in enrollment on college campuses, this group of students seems to have a particularly difficult time completing degree requirements. This article reflects on key variables that affect persistence in this group of students as well as institutional responses to the retention problem. Also, the need for curricular reform to address the experiences of minorities and women and the need for gender equality in the classroom are discussed.

Spack, R. (1997). The acquisition of academic literacy in a second language. Written Communication, 14(1), 3-62.

This article examines the reading and writing strategies of a student to acquire college-level academic literacy in a second language. Topics discussed are cross-cultural factors affecting literacy and the student's theory and analysis of her own learning experiences.