Article Instance

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{
    "pk": 36152,
    "title": "Implementing Task-Oriented, Content-Based Instruction for First- and Second-Generation Immigrant Students",
    "subtitle": null,
    "abstract": "This article discusses how the ESL program at an ethnically/linguistically diverse community college (between San Diego and the Mexican border) moved from a general, grammar-based ESL curriculum to a content-based instruction (CBI) curriculum. The move was designed to better prepare 1st- and 2nd-generation immigrant students for freshman composition and mainstream content classes. The article describes the author’s challenges and successes in implementing this new curriculum in her classrooms, particularly with beginning-level immigrant ESL students. The author provides a close look at 6 portfolios by students with whom that author worked for 3 semesters. The chapter ends with reflections on how this experience can help other instructors whose programs and classes undergo major curricular changes.",
    "language": "eng",
    "license": null,
    "keywords": [],
    "section": "Theme Section - US-Educated Multilingual Students and College Writing",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2k07p5vz",
    "frozenauthors": [
        {
            "first_name": "Eliana",
            "middle_name": "",
            "last_name": "Santana-Williamson",
            "name_suffix": "",
            "institution": "Southwestern College",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2013-01-02T02:00:00+08:00",
    "render_galley": null,
    "galleys": [
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            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/catesoljournal/article/36152/galley/27004/download/"
        }
    ]
}