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Interviews with ten instructors from Texas institutions reveal limited shared understandings of academic literacy across the three fields, deficit framing in developmental English, and notable animosity between ESL and developmental English instructors. Implications are discussed for more aligned support.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/its-a-different-world-language-ideologies-literacies-and-college-readiness/589172/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/its-a-different-world-language-ideologies-literacies-and-college-readiness/589172.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To understand developmental education, adult basic education, and ESL instructors’ perceptions of how best to prepare linguistically diverse students for college literacy expectations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many instructors participated, and where were they from?",{"text":68,"@type":64},"Ten instructors from Texas institutions were interviewed.",{"name":70,"@type":61,"acceptedAnswer":71},"What key findings emerged about academic literacy understanding across fields?",{"text":72,"@type":64},"The study found an overall lack of shared understandings of academic literacy across developmental education, ABE, and ESL, along with deficit framing tendencies among developmental English instructors.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589172,1792166112,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":109,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION FALL 2022  \n| [http://doi.org/10.35847/MHoff.JReynolds.4.3.4](http://doi.org/10.35847/MHoff.JReynolds.4.3.4) |  |\n| --- | --- |\n|  | Research Article |\n\n“It’s a Different World”: Language Ideologies, Literacies, and College Readiness  \nMeaganA. Hoff, Collin College  \nJessica S. Reynolds, Texas A&M University-San Antonio  \nAbstract  \nFor linguistically diverse students, the path to college is often defined by language. Depending on assessments and institutional policies, students may be placed into course sequences in developmental English, adult basic education, and/or English as a Second Language courses . The purpose of this study was to better understand developmental education, adult basic education, and English as a Second Language instructors’ perceptions of how to best prepare linguistically diverse students for the literacy expectations of college courses . Ten instructors from Texas institutions were interviewed. Finding showed an overall lack of shared understandings of academic literacy across the three fields. Furthermore, there were tendencies towards deficit framings among developmental English instructors. Finally, findings showed a high level of animosity, particularly between English as a Second Language and developmental English instructors. Implications of these findings are discussed.  \nKeywords: academic literacies, linguistically diverse learners, college readiness, developmental education  \nOver the past decade, public schools have seen a 9.2% growth in students requiring language assistance, with roughly 4.4 million students working their way to college (National Center for Education Statistics [NCES], 2015). Despite composing a large part of the community college student population, linguistically diverse students in the American education system risk being silenced on their way toa college degree (Harklau, 2000).  \nIn policy and practice, language can be conceived as a resource or an obstacle (Young, 2020), and this framing has tangible consequences for students. Language and literacy are at the heart of  \nlearning; however, linguistically diverse students may experience college courses differently from their monolingual peers. Yet, there is a lack of research on linguistically diverse students in community colleges (Almon, 2012), particularly in developmental education courses (de Kleine & Lawton, 2018) .  \nGiven the growing population of linguistically diverse students entering postsecondary institutions, the lack of research on what impedes or supports success is concerning. American schools are becoming increasingly diverse, particularly around the languages  \n[Correspondence: mahoff@collin.edu](Correspondence: mahoff@collin.edu 4)[ 4](Correspondence: mahoff@collin.edu 4)  \nthat students bring with them to school, and de Kleine and Lawton (2018) predicted that developmental courses will become increasingly diverse . Meanwhile, the teaching force remains predominantly monolingual. This disparity in linguistic experiences shapes ideologies, which in turn inform how educators perceive and address the needs of their students (Assaf & Dooley, 2006; Young, 2020) .  \nInstructors serve as a liaison between school policy, practice, and students. Yet, depending on the field, instructors might have different perceptions about the needs of their linguistically diverse students, despite a shared goal of preparing students for college (Harklau, 2000) . Furthermore, instructor-student relationships can impact academic engagement and outcomes (McKenna et al. , 2020) .  \nWorking towards a common understanding of college readiness across fields could ensure that linguistically diverse students are receiving the support they need to be ready for postsecondary academic literacy expectations regardless of their path to college. We define academic literacies by merging theoretical elements of literacy (Gee, 2011; Street, 2001), language (Gee, 2011; LippiGreen, 1997), and college readiness (Bart","cbCaisKyxNcaEVOM","https://ap.wps.com/l/cbCaisKyxNcaEVOM","pdf",186691,16,"English","# Literature Review\n## Texas Higher Education","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To understand developmental education, adult basic education, and ESL instructors’ perceptions of how best to prepare linguistically diverse students for college literacy expectations.\"},{\"question\":\"How many instructors participated, and where were they from?\",\"answer\":\"Ten instructors from Texas institutions were interviewed.\"},{\"question\":\"What key findings emerged about academic literacy understanding across fields?\",\"answer\":\"The study found an overall lack of shared understandings of academic literacy across developmental education, ABE, and ESL, along with deficit framing tendencies among developmental English instructors.\"}]","It’s a Different World - Language Ideologies, Literacies, and College Readiness | PDF",1792066692]