Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.

中文翻译：

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“有时我不明白我的学生的困难在哪里”：语言、识字和社区学院的新主流

目标：为了促进语言多样化的新主流的大学完成和专业准备工作，我们在加利福尼亚州的一所社区大学的一项联合健康计划中探讨了语言和识字需求，以及教职员工如何看待这些需求。我们还更广泛地探讨了社区大学生在学术和专业准备计划中的准备的影响。方法：我们检查了联合健康项目的项目文件和课程大纲，并采访了八位教授这些课程的教职员工。我们使用演绎和归纳代码分析了数据，并起草了一份关于作业、相关语言和读写要求以及可识别流派和元流派的计划概述。我们还与主要教职员工进行了成员检查，以澄清和加深我们的理解。结果：尽管我们努力在专职健康计划中关注语言和读写能力的学科维度，但我们发现课程大纲和教师倾向于强调一般的阅读和写作能力、批判性思维和解决问题的能力。在讨论学生的语言和读写挑战时，教师们强调了英语占主导地位和语言少数族裔学生的共同挑战，包括学生的学习技能、批判性思维、解决问题的能力或学习时间方面的问题。贡献：我们认为，虽然关注一般学术和生活技能对于社区学院服务的学生的多样性很重要，