{"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":"2013-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36152/galley/27004/download/"}]}