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1、EnglishLearners,LanguagePolicy,andTransitionstoHigherEducationPROJECTDESCRIPTIONANDMETHODSIamseekingaU.C.ACCORDfacultyresearchseedgranttodevelopalargerproposaltoinvestigatetheroleoflanguageassessmentsandotherlanguage-relatedpoliciesinEnglishlearners’1transitionsf
2、romhighschooltohighereducationinCalifornia.Specifically,Iplantostudy(a)thenumerousandoftenconflictingassessmentsandpoliciesthatstudentsfaceastheyattempttograduatefromhighschoolandentercollegeand(b)theconceptionsoflanguageproficiencyingeneraland“academiclanguage”i
3、nparticularthatunderliethoseassessmentsandpolicies.ThestudyfocusesexplicitlyoncommunitycollegesbecausetheyarethefirstpointofaccesstohighereducationformanyEnglishlearnersand,unfortunately,oftenthelast.AsBueschel(2004)hasargued,eventhoughtheyservethe“silentmajority
4、”ofhighschoolgraduatesattemptingtoaccesshighereducation,communitycollegeshaveoftenbeenneglectedbothinresearchandpolicydebates.AsEnglishlearnersattempttoaccesshighereducationinCaliforniaandacrosstheUnitedStates,theyfacetwokindsofpotentialbarriersrelatedtolanguage.
5、Ashasbeenwidelyrecognized,becausethesestudentsareinvaryingstagesofacquiringEnglish,thelanguagedemandsofcollege-levelworkoftenpresentdauntingchallenges,evenforstudentswhohavebeensuccessfulinhighschool.However,asecondkindoflanguagebarrierhasbeenlessexplored.Ateachs
6、tagealongtheeducationalpathway,studentsfacemultipleandoftenconflictingassessmentsandotherlanguagepoliciesbasedondifferentviewsof“whatcounts”inproficiencyinEnglish.Assessments,whichrangefromstandardizedlanguageteststoinformalobservationsbyclassroominstructors,areu
7、sedbothinhighschoolsandinhighereducationtomakedecisionsthatsignificantlyimpactthehighereducationpathwaysavailabletoEnglishlearners:whatkindsofclassestheywillhaveaccesstoinhighschoolandwhetherornottheywillgraduate,whatinstitutionsofhighereducationtheywillbeadmitte
8、dto,whatpre-requisitestheywillhavetocompletebeforeenteringcredit-bearingcollegecoursesatthoseinstitutions,andwhatacademicsupporttheywillbeofferedatthoseinstitu
