ESL-English Articulation

The ESL Program @York: An Introduction

In Fall 2001, CUNY Office of Academic Affairs issued new regulations limiting the number of instructional hours and the number of credits of the ESL courses offered in Senior Colleges. The ESL Discipline at York acted on these recommendations by phasing out  the courses in reading as well as the intermediate ESL 140.  A new course format—integrating reading and writing skills-- was developed along with inherent curricular revisions. AcademicReadingandWritingI  &II (ESL 145 & ESL 150) is a two-course sequence that facilitates the development of the basic rhetorical knowledge and writing skills necessary for non-native speakers to meet the writing requirements of their college courses. The courses also provide ESL students with skills necessary to comprehend information from readings and to apply this information to the completion of assigned tasks. While the content of the two courses is similar, they differ in terms of proficiency level expected of the entering student and the linguistic complexity of the tasks assigned and the readings used in each course.

ESL 145. Academic Reading and Writing for Non Native Speakers 1

6hrs.; 2 cr. Prereq: By placement only.

Students of English as a Second Language who have achieved a high intermediate level of proficiency will acquire the basic rhetorical knowledge and writing skills necessary to meet the writing requirements of their college courses. They will also learn to use information from readings to complete assigned writing tasks.

ESL 150. Academic Reading and Writing for Non Native Speakers II

8hrs.; 2 cr. Prereq: ESL 145 or By placement.

Students of English as a Second Language who have achieved an  advanced level of proficiency will acquire the basic rhetorical knowledge and writing skills necessary to meet the writing requirements of their college courses. They will also learn to use information from readings to complete assigned writing tasks. ESL 150 will also prepare students for the CUNY/ACT Skills Tests in Reading and Writing.

Student Advisement, Mainstreaming, and Tracking: The York College Model

The ESL program at York College offers extensive support for students outside classroom instruction. Personal attention is provided to students from the initial testing phase throughout their studies in ESL and beyond.

Students in the ESL credit program are advised by the ESL director and are extensively  mainstreamed, taking between 10 and 15 credits. Most of these credits are from the General Education requirements and beginning major courses. A list of Recommended Courses for ESL Students is regularly revised in light of students’ performance in the various courses as well as students’ feedback. 

As the chief academic advisor, the ESL director meets with students regularly, and provides students with careful academic advisement. Procedures have been established to monitor student progress in all areas. Students are constantly reminded of the dates and procedures to drop problem classes. The ESL director also receives and reviews print-outs of all ESL students’ programs. Students with potential problems are identified and advised of a course of corrective action.

ESL Advisement Protocol: Fall 2008

All E-designated students who fail any of the CUNY-ACT tests are referred to the ESL program for advisement.

Refer to CLIP for placement all students who score

Less than 4 in Writing

Less than 50 in Reading                 

Or Fail Math

4+ (W) 50+ (R): Recommended Placement--- ESL 145

Recommended Courses forESL 145                            

PE 150

Math 111 or 115 or 119 & 120 (check student’s major for appropriate course)

FA 155 or 258, 264;

AAS 101;

Astr 101;

Bio 110, 120, 130;

Foreign Language (by placement);

Geol 110 or 115 or 120

SD 110 

5+  (W) 60+ (R)  Recommended Placement--- ESL 150

Recommended Courses for ESL 150

PE 150

Math 111 or 115 or 119 & 120 (check student’s major for appropriate course)

FA 155 or 258, 264;

AAS 101

Astr 101

Bio 110, 120, 130;

Geol 110, 115, 120, 121, 140

Anth 101

Mus 101 or 110

HPEH 110

Econ 101

Psy 102

E- Designated Population in Eng 125

  1. ESL students who have gone through the ESL sequence and passed the skills tests;
  2. ESD students;
  3. ELL (1.5 Generation) students who have completed high school in the US,  have passed the skills tests on first attempt (or after taking part in the S3 Program;)
  4. Transfer students who are exempt from the skills tests by virtue of the fact that they have more than 45 credits.

Some of these students may be potentially at risk, and a CUNY-wide high fail rate of ELL - students in Freshman Comp Courses seems to confirm this.

Providing Support for  the E-Designated Students

In the short term:

Identify these students during the first week of classes and refer them to Hamid Kherief  (Sc 114; x3762.)

  • Some students may need extra support from the ESL Services (through specialized tutoring located in 3D05)
  • Some students may benefit from a semester long course in ESL 150 to strengthen their skills and meet the demands of English 125.

In the long term:

Procedures should be in place to identify the students at risk very early in the semester so they can be reevaluated and re-advised. A diagnostic test should be developed by the discipline and used by all Eng 125 faculty during the first week of classes.

Possible Course of Actions:

  1. Have all “E” designated papers read by ESL/ENG faculty and refer all these students to the ESL program for advisement
  2. Create Blocked programs for ESL (ESL + Humanities ; ESL+ CLDV 101) ESL faculty will work with the content area faculty to develop pedagogic strategies appropriate for these students;
  3. Add a 3--hour 3-credit  course (Humanities) to serve as a transition from ESL to Freshman Comp;
  4. Add 02 (or more) sections of ENG 125 sheltering ESL students (supplemental instruction to be provided)

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