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An Examination of the Effects of Using a Sustained-Theme Content-Based Instruction Approach in a Community College ESL Program

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One of the most effective approaches in facilitating second language learning is Content-Based Instruction (CBI). Little research has been done to examine the effect of using a CBI approach related to the success, retention, and persistence of students within such a program. The purpose of this study was to investigate the association between the use of a STCBI approach in ESL and academic success of a diverse population of students preparing for college-level courses in an ESL program at a Southern California Community College. The strength of that association was determined by gathering and analyzing quantitative data from 416 students who took the English as a Second Language Placement Assessment and subsequently enrolled in the program. The results for academic success and retention were positive but mixed for persistence.
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Document Type: Research Article

Publication date: March 1, 2014

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  • Since 1993, the Journal of Applied Research in the Community College (JARCC) has served the institutional research and planning professionals in community colleges. JARCC is a semi-annual peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. The journal provides an intellectual space to communicate innovative practices in applied research that supports educational and administrative decision-making at the institutional, state, and national levels. JARCC is published by the San Diego State University's EdD program in Community College Leadership and Community College Leadership Alumni Chapter
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