ABSTRACT

Amidst the growing diverse student population, community colleges are enrolling an increasing number of adult immigrant-background students. However, recent research trends tend to focus on students who enter community colleges from the U.S. K-12 system (Generation 1.5 learners), leaving a significant gap in the research and a lack of cohesion in terminology regarding adult immigrant students who enter into postsecondary education from another path. The objective of this systematic review of the literature is to synthesize research on the transition of adult-arrival immigrants (referred to as Generation 1 learners) from adult ESL to credit-level courses at the community college. Researchers conducted a database search and identified 91 research studies, technical reports, and doctoral dissertations relevant to the transition of Generation 1 Learners through ES(O)L, developmental education, and credit-level courses. Following a thematic analysis of the relevant literature, researchers identified the components of popular models for facilitating Generation 1 transitions, as well as the various placement and assessment policies, and professional development opportunities provided by institutions. Additionally, trends for methodologies and theoretical frameworks used in recent research suggest future directions for study that focus on large-scale or longitudinal research, as well as inter-institutional perspectives. Further analysis of these themes will provide guidance for practitioners and administrators who seek to provide assistance to Generation 1 Learners as they transition through the community college.

摘要

在越来越多的学生群体中，社区大学正在招募越来越多的成年移民背景学生。但是，最近的研究趋势趋向于集中于从美国K-12系统进入社区大学的学生（1.5年级学习者），这在研究上存在很大差距，并且在进入中学后教育的成年移民学生方面缺乏术语的凝聚力从另一条路径。这篇文献的系统综述的目的是综合研究关于成年到达移民（称为第一代学习者）从成年ESL到社区学院的信用等级课程的过渡的研究。研究人员进行了数据库搜索，确定了91项研究报告，技术报告，与通过ES（O）L，发展教育和学分制课程过渡的第一代学习者相关的博士学位论文。在对相关文献进行主题分析之后，研究人员确定了促进第一代过渡的流行模型的组成部分，以及各种安置和评估政策以及机构提供的专业发展机会。此外，最近研究中使用的方法论和理论框架的趋势表明，未来的研究方向应侧重于大规模或纵向研究以及机构间的观点。对这些主题的进一步分析将为从业者和管理者提供指导，他们希望在社区大学过渡期间为第一代学习者提供帮助。