ABSTRACT
As writing teachers, writing program administrators, and researchers in higher education, many of us are grappling with the complexities of legislated educational reform. We are making or having imposed on us definitions as to which of our students are remedial and which ESL; we are making programmatic decisions about how to best meet these students’ academic needs, all the time doing what we can to maintain their access to public higher education. By examining the effect on ESL students of legislation phasing out remedial course instruction from baccalaureate programs nationwide, I hope to point out the challenges of maintaining effective programs and pedagogical approaches during this time of turmoil and instability.
