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Surveys collected early and late in the semester examine journal perceptions, self-assessed reading comprehension, perceived support from peers and tutors, and time spent. Findings show weekly primary-source writing strengthens practice in reading, critical thinking, and writing but scaffolding alone may not resolve challenges in reading comprehension and history-text vocabulary.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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JONES  \nCalifornia State University, Fresno  \nBilingual Hispanic and Southeast Asian Students’ Challenges  \nin a Freshman History Course  \nIn this pilot study, participating Hispanic and Southeast Asian freshmen took a writing-intensive history survey course with a weekly analytic journal task. The study examined the helpfulness of the weekly journal and the scaffolding steps provided by the professor and teaching assistants, by peers in their learning community, and by out-of-class tutors. Students completed a survey about their perceptions related to the analytic journal task, their self-assessment of their reading comprehension, their views about the helpfulness of the social learning opportunities offered from peers in the course and from tutors, and the time they spent on the journal task. The survey was administered early and late in the semester. The findings show that when students wrote every week in response to primary sources, they got regular practice in reading, critical thinking, and writing. This study suggests that regular reading practice along with scaffolding by a university history professor, while helpful in certain ways, does not seem to be sufficient to help the participating students overcome challenges with reading comprehension and vocabulary of assigned history texts. This pilot study offers practical ideas for instructors of college or university ESL, for those assigning reading and writing journals, and for tutoring center tutors and coordinators.  \nIntroduction  \nThe increase in the number of English Learners (ELs) in the US in the  \npast 2 decades has been significant. Between 1979 and 2003, there was a  \n161% increase in the number of 5-to 17-year-olds who spoke a language other than English and a 124% increase in the number of students who said they spoke English less than “very well” (Maxwell-Jolly, Gándara, & Méndez Benavídez, 2005). This change in demographics is present in all levels of education in California. While these students are likely to become reasonably fluent in face-to-face interpersonal communication skills in English in about 2 years, their development of the language needed for cognitive academic language proficiency is likely to take 5 to 7 years and sometimes longer (Cummins, 2000) .  \n64 • The CATESOL Journal 22.1 • 2010/2011  \nRecent studies indicate that many English Learners (ELs) are not succeeding at the secondary education level (Maxwell-Jolly et al., 2005) and thus are not prepared for the challenges of university education. In a large-scale study of three tiers of higher education in California (Clark et al., 2002), faculty who teach introductory or first-year courses at colleges and universities reported their expectations of entering students and their ratings of recent first-year students’ competencies in different aspects of academic literacy. The findings demonstrate that many first-year students in California, particularly those from bilingual families, face difficulties when trying to complete academic literacy tasks.  \nIn this article, several terms are used to describe different groups of second language (L2) learners. Kindergarten through 12th-grade students with L2 issues are referred to as ELs; these students are given this classification after language assessment. Students attending a college or university who are enrolled in ESL courses are referred to as English as a second language (ESL) students. A subset of the growing population of college and university students who grew up in bilingual families in the US are referred to as Generation 1.5 students. These students have graduated from U.S. high schools and they are often fluent in conversational English, but even though they have difficulty with academic literacy, they are sometimes not enrolled in college or university ESL courses. In the literature, the term “Generation 1.5” was first used by Rumbaut and Ima (1988) to identify refugee ch","cbCaicUenJktV7k9","https://ap.wps.com/l/cbCaicUenJktV7k9","pdf",591240,23,"English","# Introduction\n## Academic literacy challenges for English learners\n## Definitions and related learner groups\n## University teaching assumptions\n## Study purpose and research focus","[{\"question\":\"What learning activities did participants complete in the freshman history course?\",\"answer\":\"Students took a weekly analytic journal task connected to primary sources and completed related writing-intensive course work throughout the semester.\"},{\"question\":\"How was helpfulness and learning support evaluated in the study?\",\"answer\":\"The study used surveys administered early and late in the semester to measure perceptions of the journal task, reading comprehension self-assessments, perceived helpfulness of peer learning, tutor support, and time spent on the journal.\"},{\"question\":\"What did the findings suggest about regular journal writing and scaffolding?\",\"answer\":\"Weekly writing provided consistent practice in reading, critical thinking, and writing, but the study suggests that this regular practice plus scaffolding may still be insufficient to overcome challenges in reading comprehension and vocabulary for assigned history texts.\"}]","Bilingual Hispanic and Southeast Asian Students’ Challenges in a Freshman History Course | PDF",1792085985,58]