Dissertation Defense Announcement by Mark Manasse

Location

Mother Rosalie Hill Hall, 141

Cost

0

WALKING WITH THE INVISIBLE: HOW TESOL AND COMMUNITIES OF PRACTICE CAN CREATE CHANGE ACROSS THE CA COMMUNITY COLLEGE SYSTEM

by Mark Manasse

Abstract

     Annually, 70% to 90% of California Community College students, who are typically first-generation college students, low-income, and/or from underrepresented groups, are labeled basic skills students (BSS) and placed into pre-collegiate coursework. Only about 25% of these students ever complete their associate’s degree or transfer to a bachelor granting institution. Additionally, many community college instructors may lack the pedagogical expertise to assist BSS.  Even though training is seen as key to BSS’s success, a master’s degree, not teacher training, is the requirement for employment. As a result, there is potentially a gap between the assistance BSS need and the support instructors are able to provide.
 Consequently, this study examined the professional development of community college faculty and their ability to serve the diverse population of students attending community colleges. Secondly, this study intended to determine what benefits, if any, there were to having training in Teaching English to Speakers of Other Languages (TESOL) since many students attempt to take courses in English when English is not their first language. A qualitative case study was conducted. Participants included five instructors within the San Diego Community College District who had TESOL training and five who did not. Participants were observed in non-English as a Second Language (ESL) classes, and then interviewed to investigate whether pedagogical training in TESOL possibly influenced their (1) awareness of student need, (2) classroom practices, and (3) self-perceptions. The findings of this study suggest TESOL training may indeed impact instructors, but it is not the only influence to their perceptions and practice. In fact, it may be a community aspect itself that is influential. As a consequence, it is necessary to investigate what combination of professional development activities potentially best support instructors and students within the community college system, including the creation of a TESOL community of practice.

*Note: Dissertation defense is open to USD faculty, students, staff and alumni.