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Latinos, Language Minority Students, and the Construction of ESL

Language Testing and Placement From High School to Community College

University of California, Santa Cruz, gbunch{at}ucsc.edu

Dora Panayotova

University of California, Santa Cruz

This article explores language assessments and policies that Latino students and others from immigrant backgrounds face as they graduate from high school and attempt to enter community colleges. Focusing on California, the authors examine the assumptions that underlie these assessments and policies. They argue that the policies signal different conceptions (and misconceptions) about the nature of bilingualism and the needs of U.S.-educated language minority students pursuing academic goals.

Key Words: community colleges • language testing • bilingualism • Generation 1.5 • language minority students • English as a second language

Journal of Hispanic Higher Education, Vol. 7, No. 1, 6-30 (2008)
DOI: 10.1177/1538192707310507


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