Co-enrollment as a facilitator of English as a second language (ESL) students' transition to non-ESL college courses

Abstract

English as a second language (ESL) educators face with special challenges in their field since the ESL students experience dramatic cultural and social transitions beside the educational changeover. Newcomers with different traditions, moral values and ethical standards are faced with more difficulties in or out of the classrooms. Such potential difficulties naturally negatively affect overall language learning process of those students. Furthermore, for such students, the transition from ESL education to higher education (That is, post-secondary education) often proves impossible since the encountered problems of ESL students are more complicated and multi dimensional than ordinary students. This paper addresses major dimensions of ESL education, and discusses "Co-enrollment" strategy for ESL student's more effective transitions to postsecondary education.   Key words: English as a second Language (ESL) education, college transition, co-enrollment.