ENG 101 instructors’ perspectives on the ESL experience

Abstract

English as second language (ESL) students’ language and literacy development does not end with the
completion of ESL courses. Developmental needs continue as students move on to gatekeeper
college courses, such as college composition (ENG 101). The articulation from ESL to ENG 101,
however, is not always clearly defined. Moreover, instructors on both sides of this divide have
surprisingly different professional training, course objectives, and awareness of ESL students’
identities, skills, and needs. Such lack of continuity or understanding can negatively affect student
achievement. This paper reports on an ongoing series of professional development seminars and
related research on how community college instructors perceive their ESL students and English as a
mode of academic communication, and how these perceptions may affect instruction and learning.
The results highlight how conversations across ESL and English programs can benefit both students
and instructors in meaningful ways.