Bridge Programs: A Link between ESL and Content based courses. A Case Study
UEES
DOI:
https://doi.org/10.18041/2382-3240/saber.2015v10n1.979Palabras clave:
UEES, Inglés, Educación, ESL(Inglés como segunda lengua)Resumen
Este artículo es un caso de estudio que analiza los problemas que enfrentan los alumnos de ESL y de EFL al pasar de clases ESL/EFL a clases académicas de nivel universitario. Presenta una revisión de algunos de los Programas presentes y pasados de los Programas de Inglés Avanzado, seguido de un modelo de Programa de Inglés Avanzado en la Universidad de Especialidades Espíritu Santo en Guayaquil, Ecuador. Se verá un análisis profundo de las tres clases de Inglés Avanzado que incluyen: Accuracy and Fluency (Fluidez en Conversación), English Structure (Gramática), y Principles of Writing (Principios de Escritura). Además habrá una discusión del por qué y cómo se debe desarrollar un Programa de Inglés Avanzado en una institución. En conclusión, encontraremos los beneficios exitosos de un Programa de Inglés Avanzado no solo para los estudiantes, sino también para la institución
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Referencias
Ackermann, S. P. (1991). The benefits of summer bridge programs for underrepresented and low-income transfer students. Community/Junior College, 15(2), 211-224.
Buck, C. B. (1985). Summer bridge: A residential learning experience for high risk freshmen at the University of California, San Diego. (ERIC Document Reproduction Service No. ED264462).
Collins, John J. Selecting and Teaching Focus Correction Areas: A Planning Guide. Collins Education Associates, 1997.
Communication Arts/English Style Manual North Allegheny School District (http://www.northallegheny.org/cms/lib4/ PA01001119/Centricity/Domain/18/Style_Book_12-13-11_Word_format.pdf) 8/29/14
Ferris, D. & Tagg, T., (Summer, 1996). Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications. TESOL Quarterly, Vol. 30, No. 2, pp. 297-320.
Garcia. P. (1991). Summer bridge: Improving retention rates for underprepared students. Journal of theFreshman Year Experiences, 3(2), 91-105.
Garcia, L. D„ & Paz, C. C. (2009). Evaluation of summer bridge programs. About Campus, 14(4), 30-32.
Gold. M„ Deming, M. P., & Stone, K. (1992). The bridge: A summer enrichment program to retain African-American col- legians. Journal of The First-Year Experience & Students in Transition, 4(2), 101 — 1 17.
Gutierrez, T. E. (2007). The value of pre-freshmen support systems: The impact of a summer bridge program at UNM. Unpublished doctoral dissertation. The University of New Mexico.
Kezar, A. (2001). Summer bridge programs: Supporting all students. ERIC Digest. Retrieved April 25, 2010,from http:// www.ericdigests.org/2001 -1 /summer.html.
Nersinger, Janice. Preparing Malaysian students for American university education. (Fall 1990). Cross Currents, Vol. 40 Issue 3, p218. 6p.
O’Connor, C. (2002). Black women beating the odds from one generation to the Retention Coordinating Group. (2005. April). Strategic Retention Master Plan: 2005-2011. Tucson: The University of Arizona.
Rhoades, G. (2006). The higher education we choose: A question of balance. Review of Higher Education,29(3), 381-404.
Robert, E. R., & Thompson, G. (1994). Learning assistance and the success of underrepresented students at Berkley. Jour- nal of Developmental Education, 17(3). 4-6.
Rosenthal, Judith W., (Spring, 1992). A Successful Transition: A Bridge Program between ESL and the Mainstream Class- room. College Teaching, Vol. 40, No. 2, pp. 63-66.
Santa Rita, E„ & Bacote, J. B. (1997). The benefits of college discovery prefreshman summer program for minority and low-income students. College Student Journal, 31. 161-173.
Strayhorn, T. (2011). Bridging the pipeline: Increasing underrepresented students’ preparation for college through a sum- mer bridge program. American Behavioral Scientist, 55(2), 142-159.
Walpole, M., Simmerman. H., Mack, C., Mills, J. T., Scales, M„ & Albano. D. (2008). Bridge to success: Insight into sum- mer bridge program students’ college transition. Journal of the first-year experience &students in transition, 20( I), 11-30.
Buck, C. B. (1985). Summer bridge: A residential learning experience for high risk freshmen at the University of California, San Diego. (ERIC Document Reproduction Service No. ED264462).
Collins, John J. Selecting and Teaching Focus Correction Areas: A Planning Guide. Collins Education Associates, 1997.
Communication Arts/English Style Manual North Allegheny School District (http://www.northallegheny.org/cms/lib4/ PA01001119/Centricity/Domain/18/Style_Book_12-13-11_Word_format.pdf) 8/29/14
Ferris, D. & Tagg, T., (Summer, 1996). Academic Listening/Speaking Tasks for ESL Students: Problems, Suggestions, and Implications. TESOL Quarterly, Vol. 30, No. 2, pp. 297-320.
Garcia. P. (1991). Summer bridge: Improving retention rates for underprepared students. Journal of theFreshman Year Experiences, 3(2), 91-105.
Garcia, L. D„ & Paz, C. C. (2009). Evaluation of summer bridge programs. About Campus, 14(4), 30-32.
Gold. M„ Deming, M. P., & Stone, K. (1992). The bridge: A summer enrichment program to retain African-American col- legians. Journal of The First-Year Experience & Students in Transition, 4(2), 101 — 1 17.
Gutierrez, T. E. (2007). The value of pre-freshmen support systems: The impact of a summer bridge program at UNM. Unpublished doctoral dissertation. The University of New Mexico.
Kezar, A. (2001). Summer bridge programs: Supporting all students. ERIC Digest. Retrieved April 25, 2010,from http:// www.ericdigests.org/2001 -1 /summer.html.
Nersinger, Janice. Preparing Malaysian students for American university education. (Fall 1990). Cross Currents, Vol. 40 Issue 3, p218. 6p.
O’Connor, C. (2002). Black women beating the odds from one generation to the Retention Coordinating Group. (2005. April). Strategic Retention Master Plan: 2005-2011. Tucson: The University of Arizona.
Rhoades, G. (2006). The higher education we choose: A question of balance. Review of Higher Education,29(3), 381-404.
Robert, E. R., & Thompson, G. (1994). Learning assistance and the success of underrepresented students at Berkley. Jour- nal of Developmental Education, 17(3). 4-6.
Rosenthal, Judith W., (Spring, 1992). A Successful Transition: A Bridge Program between ESL and the Mainstream Class- room. College Teaching, Vol. 40, No. 2, pp. 63-66.
Santa Rita, E„ & Bacote, J. B. (1997). The benefits of college discovery prefreshman summer program for minority and low-income students. College Student Journal, 31. 161-173.
Strayhorn, T. (2011). Bridging the pipeline: Increasing underrepresented students’ preparation for college through a sum- mer bridge program. American Behavioral Scientist, 55(2), 142-159.
Walpole, M., Simmerman. H., Mack, C., Mills, J. T., Scales, M„ & Albano. D. (2008). Bridge to success: Insight into sum- mer bridge program students’ college transition. Journal of the first-year experience &students in transition, 20( I), 11-30.
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Publicado
2015-01-01
Número
Sección
Pedagogía y Sociología de la Educación
Cómo citar
Bridge Programs: A Link between ESL and Content based courses. A Case Study: UEES. (2015). Saber, Ciencia Y Libertad, 10(1), 181-188. https://doi.org/10.18041/2382-3240/saber.2015v10n1.979
