The procedures used to identify, assess, and place LEP students at Florida community/junior colleges were examined. A review of the current literature indicated that procedural guidelines had been established for international (F-1) students, but that no such guidelines existed for immigrants, refugees, entrants, or U.S. citizens whose dominant language is other than English. Data were obtained from the 28 public community colleges in Florida by the LEP Procedural Survey. The analysis indicated that there is no standard procedure among the state colleges to identify, assess, and place LEP students. Board of Trustees and Admissions Officers were primarily responsible for determining the identification procedures for LEP students. Different criteria and methods were used for the admission of international and IREC (immigrants, refugees, entrants, and U.S. citizens whose dominant language is other than English) students. English language proficiency scores are required more often for international students than IREC students. The majority of the colleges accepted a Test of English as a Foreign Language (TOEFL) score of 500. Transcripts of transferring students were reviewed to determine whether English language proficiency scores were required for admission. Guidance counselors and ESL personnel often determined the criteria for placement of LEP students. The same skill areas were assessed for international and IREC students; the most frequently mentioned skill areas assessed included reading, writing, and structure. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0880. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75562 |
| Contributors | STEBBINS, CONSUELO E., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 155 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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