“We Will Come to You”: Serving Newcomer Immigrants and English Learners at an AANAPISI Community College

Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) serve the breadth and diversity of Asian American, Native Hawaiian, and Pacific Islander (AANHPI) students by developing culturally engaging programs, services, and interventions. This case study focuses on how one...

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Vydáno v:	Innovative higher education Ročník 50; číslo 3; s. 893 - 918
Hlavní autoři:	J. Ngo, Federick, Espinoza, Kristine Jan Cruz, E. Lee, David, Teranishi, Robert T.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Dordrecht Springer Netherlands 01.06.2025 Springer Nature B.V
Témata:	Access to Education American Indians Asian Americans Case studies Classrooms College English College faculty College Role College students Community College Students Community colleges Counseling Counselors Departments Documentation Education Educational leadership English English (Second Language) English as a second language learning English Curriculum English Learners Federal Aid Foreign Students Full Time Equivalency Grants Higher Education Immigrants Institutions Intervention Language Minorities Language Skills Languages Leadership Training Limited English Speaking Literature Reviews Migrant Adult Education Minority Serving Institutions Pacific Islander people Racism Student teacher relationship United States > US California Immigrants Minority-serving institution Community colleges AANAPISI English learners
ISSN:	0742-5627, 1573-1758
On-line přístup:	Získat plný text
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Shrnutí:	Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) serve the breadth and diversity of Asian American, Native Hawaiian, and Pacific Islander (AANHPI) students by developing culturally engaging programs, services, and interventions. This case study focuses on how one public 2-year AANAPISI enacted programs to serve recent immigrants in an English for Speakers of Other Languages (ESOL) program, including a novel embedded counseling intervention where counselors visited the same ESOL classrooms several times throughout the semester. We draw upon classroom documentation, student survey data, and interviews with students, faculty, and counselors to understand the challenges reported by students in ESOL programs and to explore how the institution marshaled resources and targeted supports to specifically serve newcomer immigrants and English learner students. ESOL students faced academic and linguistic insecurities, had gaps in college knowledge, and expressed a lack of connectedness to campus. Embedded counseling was a structure that served these students by directly responding to student needs and cultivating relationships between students and key campus staff, thereby fulfilling both the AANAPISI and community college missions of the institution.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0742-5627 1573-1758
DOI:	10.1007/s10755-024-09763-z