Associate Professor of ESL Rich Lauria knows better than anyone that there is an increasing percentage of students coming to SCCC for whom English is not their first language, as reflected in the latest Census statistics. Here, Rich argues that it is our collective responsibility to know what’s different—and not so different—about second-language learners.

At Professional Development Day on February 11, President Bonahue was excited to share our student success numbers. He said that these numbers were comparable to the best community colleges in the nation. The numbers have varied slightly over the years, but our graduation rate is about 28%, with our transfer rate around 18%. Even if you add those two numbers together, you still don’t make 50%.

Yes, there’s some play in that number. There are students enrolled in colleges upstate, but since they are home for the summer, they will take a class at SCCC. Maybe to get ahead. Maybe to repeat a class they failed. Maybe they think that it will be easier. These students will not graduate or transfer making them some of the 50% that don’t “succeed,” but these students do not make up the majority of that other 50%.

I don’t want you to picture half of the students in your classes “dropping out,” but we need to acknowledge the attrition rate and be keenly aware that a good number of our students will not “succeed.”

Given this reality, what are you doing to help address the issue?

Your business

Some of you don’t think this is your concern. Even if you don’t directly work with students, you work at a college. Our students are why we are here. There are ongoing activities and marketing campaigns to recruit new students, but any businessperson will tell you that it’s easier and cheaper to retain your existing customers compared to finding new ones. I know I am introducing business language here, but if you don’t like thinking of our students as customers, think about them as individuals.

Every semester these individuals return, they are one step closer to attaining their goals—which are often financially motivated. With a certificate or degree, they can get a job they couldn’t get before. I don’t think our students consider the psychological impact of finishing a program, but it certainly is a validation—of their intelligence, their self-worth and the path they have chosen for themselves—for them and their families. The same but opposite can be true for the students that do not complete their coursework.

I teach English as a Second Language (ESL) here. I thought I was going to write about how my students have different concerns than yours, but that’s not really true. Yes, they might be struggling with the language, and they might be new to this country, but they face the same socioeconomic realities that all students face. This could mean that they don’t have a computer at home, so they are writing their essays on their phones. This could mean they don’t have the luxury of scaling back their work hours to focus on their studies. Many are first-generation students. Again, not any different than non-ESL first-gen students, but this means they might not know many things about going to college.

One difference is that many ESL students have more financial responsibility to their families. Meaning, if dad gets sick and cannot work, the family will look to their children to help provide. I’ve had a number of students in this situation. Another difference is that many of these students live in non-English speaking homes in non-English speaking neighborhoods. This could result in slower acquisition of English due to their limited exposure to the language. (We noticed a significant shift during and after Covid since these students couldn’t leave home.)

The most obvious difference is that they are still learning the language.  Research has shown it takes three years to get good at speaking in another language and six years to reach academic-level proficiency. Don’t mistake an accent for their skill level. Some students have strong accents but have already achieved a master’s degree from their native countries. Others don’t have much of an accent but still struggle.

Regardless, they are here trying to improve themselves and their lives. And while they might not consistently use commas correctly in their writing, they will be some of the hardest working, most respectful students you will ever have. A number of these students fled war-torn countries or dire economic futures. They enrich our community with their culture, their food and their perspectives. This should be celebrated not feared.

And just a quick clarification. Our non-credit ESL program (called ELL) is for students who have a language focus. Maybe they have future plans for college, but for now, they are focused on learning English. These students are not earning credit at the college, so these students will not be in your classes. Our credit-bearing ESL program is for the students who either completed the non-credit program or who attended high school in the U.S. for a few years. If they are identified correctly, they will take a class or two with me to prepare them for your classes. (When they are not identified, this leads to issues and concerned phone calls: “I think I have an ESL student in my class.”) These for-credit ESL classes are considered developmental and don’t count toward graduation, which is why some students don’t want to take them.

With all that as background, here are some things I do to ensure that my students persevere.

For colleagues who are teaching

• Organize.  Before class, I get organized. The more organized my class is, the clearer the expectations are, which means the students have a better chance of meeting those expectations. Yes, some of this is related to the syllabus, but I think of this as different ways to present material to the students. This is why talking to colleagues or attending conferences is important, to get ideas to apply in your classroom.
• Engage.  During class, I engage them. I don’t care how dry the subject matter is (please, I teach a grammar class), you can make it interesting. Play a Kahoot game now and then. Assign a project instead of giving a test.  Put them in groups to solve a problem. Think of different ways that you can let the students engage with the material. I know we are professors, but our job should be facilitating more than lecturing.
• Follow up.  After class, I follow up. This is doing my homework, like grading quizzes or essays. This also includes reflecting on how the last lesson went and making adjustments for next time. If a student has been absent for the second time in a row, I send that student an email to check in and make sure everything is alright. If they continue these absences, I’ll give them a call. You never know what a student is dealing with, so I try to catch them before it’s too late.

For colleagues who are not teaching

• Advise.  This could be official academic advising in the AAMC or just talking to your students about what their plans are. Sometimes it’s as simple as helping them choose their next classes. Maybe you support students’ interests in their clubs. Faculty have the most exposure to students, so their perception of the college will mostly come from you. Direct them to services or tell them where they can find out more information about whatever they need. I’m amazed how many students don’t know where they go to get extra help. And a reality of our students is that they don’t know that they need to advocate for themselves.
  
• Contribute. If you are part of a committee dedicated to improving some aspect of the college, that’s important. While the students aren’t always front and center in these activities, your motivation behind doing the work should be. Middle States isn’t very fun. Sorry, I said it. And I’m busy as everyone else, but I’m doing it. Why? It will help the college, so it will help the students.
  
• Connect. I make a point to learn my students’ names. Their names capture their identify and heritage. Even though these names might be unusual to me, it’s a true sign of respect to them. Maybe chat with them before or after class about school or non-school related things. I ask them about their jobs and their other classes. Also, because I am a musician, it’s not unusual for me to engage students in a conversation about their musical interests.

In the first installment of this “Retention is Everyone’s Business” series, Brian DeMasi said, “By creating a community early on, students feel more invested in their academic journey and are inspired to stay committed to their studies.”

I completely second that idea. I’m not saying learn their names or talk to them about music, but the more you connect with them, the more they will feel connected.