The state system of higher education in Connecticut is undergoing significant change, spearheaded by the recent election of a new governor and legislature keen on savings and efficiency during the persistent economic downturn. Three tiers of the system―the twelve community colleges, four regional state universities, and the University of Connecticut (UConn)―had operated with independent boards of trustees; the new plan, still unfolding, leaves UConn with its own board while bringing the regional universities and community colleges under one new board. Many feel that because a significant number of community college students end up transferring to a state university, it makes sense to strengthen ties between the institutions. Others, including ESL faculty, worry about the universities setting policies that may not meet the community colleges’ unique mission.

ESL students in Connecticut face different pathways―or obstacles―in terms of how higher ed institutions allow them access to programs of study. The community colleges fought for and got recognition of credit-bearing ESL as a foreign language elective and, depending on the college, ESL students may take certain non-ESL classes while they progress toward college composition. Historically, this has not been the case in most universities, including Connecticut’s, which usually require TOEFL for admittance, do not accept ESL transfer credits (except perhaps as one elective), and want students that are “English ready.”

In a parallel development, the outgoing community college board of trustees issued a directive that all 12 colleges must align their prerequisites in relation to developmental English and math. However, they have been largely silent in regard to ESL instruction, which worries ESL advocates. For second language students, ESL instruction is developmental in the sense that these students’ new language skills are developing; on the other hand, native speakers mastering what they have not learned previously are labeled remedial (a term that rankles some educators with its pejorative connotation).

Some educators (who may not work directly with either group) lump ESL students with developmental ones because both groups are perceived as “deficient.” In some instances, students with strong (nativelike) oral skills in English but weak in writing (including their native language) might benefit from a developmental English learning environment. On the other hand, students with previous college experience in their own countries, or older adults, can benefit from ESL classes that focus on second language acquisition issues: grammar, spelling, writing conventions, and oral proficiency.

The ESL Council, representing the 12 community colleges statewide, will take up uniform standards and prerequisites this fall, building on past successes in getting ESL students into certain non-ESL classes based on GPA, past academic, and/or career experience. Data already collected indicate that many ESL students perform at or above the level of their native English-speaking peers; what's more, many ESL students do quite well in their majors and are some of the strongest students graduating. The ESL Council needs to document why this is so, and perhaps even convince their new state university partners that their practices have been academically sound and lead to student success.

Craig Machado is ESL program director at Norwalk Community College. In 2005, the program was honored by the National Council of Teachers of English for outstanding work in the area of developmental English.