“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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Bibliographic Details
Published in:Innovative higher education Vol. 50; no. 3; pp. 893 - 918
Main Authors: J. Ngo, Federick, Espinoza, Kristine Jan Cruz, E. Lee, David, Teranishi, Robert T.
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.06.2025
Springer Nature B.V
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-024-09763-z