1. Supporting LanguageUnder-prepared Students at College George Brown College Kay Oxford Seneca College Diane Hallquist

2. Under-prepared Student Population  Students with disabilities √ Language under-prepared:  Foreign language speakers  Domestic ESL  Native English speakers

3. Overview  English Assessment/Placement  Remedial English Courses  Academic Supports  Challenges  Help!

4. English Skills Assessment Seneca:  All new students exc. foreign  CPT (reading and sentence skills) + Writing Sample  Placement at one of 5 English levels (incl. 3 remedial) George Brown:  All new students incl. foreign  Compass Writing + Essay  Placement at one of 3 English levels (incl. 1 remedial)

5. Remedial English Courses George Brown: CESL- Skills for College English for ESL speakers (3) ▼ COMM 1003 (3hrs.) for native speakers Non-credit Seneca: EAP 200 (6hrs.) ▼ EAP 300 (6hrs.) ▼ EAC 149 (4hrs.) Non-credit

6. Remedial Course Learning Outcomes Upon successful completion of EAC 149, you will be able to: produce a structured piece of writing of approximately 500 words with a clear intent, supporting material that is appropriately developed and organized, and a recognizable conclusion. In addition to essays, this could include letters or short reports analyze the key elements of successful paragraphs and essays analyze and summarize a short text following guidelines improve sentence coordination/subordination by eliminating fragments, comma splices and run-on sentences use the punctuation and spelling of standard written English demonstrate knowledge of basic information literacy, incl. assessing, using information from and documenting external sources using MLA, and avoiding plagiarism develop vocabulary through context and other means identify the main idea and supporting details of a text identify the organizational pattern of a text identify author bias/assumptions make inferences, predictions and conclusions demonstrate understanding through oral responses demonstrate oral ability to paraphrase and summarize present ideas coherently to a group

7. Academic Supports  Learning Centres/TLC tutors - writing/grammar workshops - conversation groups - software/tipsheets  Faculty consultation

8. CHALLENGES ► ESL and general lack of literacy ► lack of training for disabilities ► student resistance to remediation ► reinforcement across the curriculum ► lack of funding for remediation ► lack of advocacy at provincial level ► disparate approaches by colleges ► ”sandwich sector”

9. Help!  Curriculum “narrower but deeper”  Skills focus to communication  Emphasis on study skills & accountability for learning  Continued collaboration

10. THANK YOU FOR YOUR PARTICIPATION! Rose Baechler, Dufferin-Peel 905-890-0708 Nancy Harries, Sheridan 905-845-9430 Kay Oxford, George Brown 416-415-5000 Diane Hallquist, Seneca 416-491-5050