chapter  10
19 Pages

Navigating “Open Access” Community Colleges: Matriculation Policies and Practices for U.S.-Educated Linguistic Minority Students

ByGeorge C. Bunch, Ann K. Endris

Increasing attention has been paid by researchers and educators to the fact that U.S.-educated linguistic minority (US-LM) students, sometimes called “Generation 1.5,”1 do not fi t the typical profi les of native-born English speakers or other groups of students learning English, such as adult immigrants with lower levels of English profi ciency or students on international visas who often arrive in the United States with high levels of academic preparation (e.g., Harklau, Losey, & Siegal, 1999; Roberge, Siegal, & Harklau, 2009; Valdés, 1992, 2004). While this work has shed light on issues relevant to the instruction of US-LM students in college writing and English as a Second Language (ESL) courses, less research has focused on institutional policies and practices these students must navigate in order to pursue their academic goals (Gray, Rolph, & Melamid, 1996; Kanno & Varghese, 2010), especially at the community college level (Bunch, 2008, 2009; Bunch, Endris, Panayotova, Romero, & Llosa, 2011; Bunch & Panayotova, 2008).