Date of Graduation

Fall 12-3-2025

Document Access

Project/Capstone - Global access

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

College/School

School of Education

Department/Program

International and Multicultural Education (IME)

First Advisor

Dr. Sedique Popal

Second Advisor

Dr. Jessie Blundell

Third Advisor

Dr. Luz Navarrette

Abstract

Community Colleges (CCs) play a vital role within both their local communities and the broader American educational system. This study examines the role of the community college, with particular attention to its English Speakers of Other Languages (ESOL) programs, and the structural dynamics of public funding. Despite the recognized significance of community colleges, the allocation of public funding, distinctly for ESOL programs, continues to reflect structural imbalances. Although research demonstrates the significance of community colleges in widening learning opportunities for marginalized students, critical pedagogy reminds us that educational access remains structurally unequal.

Emerging research indicates that the transformation of placement processes under Assembly Bills 705 and 1705 has yielded favorable educational outcomes for multilingual students. Research increasingly emphasizes pedagogical benefits of non-traditional approaches such as multilingual classrooms. Aligned with the Cognitive Academic Language Learning Approach (CALLA), practices that value multilingual students’ linguistic and cultural knowledge while fostering collaborative thinking between teachers and learners contribute significantly to academic achievement and equity.

Future research framed through a collaborative lens, engaging multilingual students, community colleges, and government stakeholders can help reimagine pathways toward a multilingual educational model. Such vision serves to promote inclusive education and hold community colleges as equitable spaces that empower students to participate meaningfully in a diverse society.

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