Conference Proposal for LSP (Language for Specific Purposes) Conference

Conference Details: This proposal is for an individual paper presentation at the LSP (Language
for Specific Purposes) conference, which allows a maximum 300 word abstract and 50 word
program description.
Presenters:
Sufang Hou
Adele Lonas
Krista Boddy
Colorado State University, English Department
Title of the proposed presentation: Basic Academic Process Writing: Preparing adult English
language learners for community college placement exams
Abstract (262 words)
Current research reveals that few adult English language learners (AELLs) transition from nonaccredited ELL programs into accredited community college programs; of those who do, writing
is the second subject for which they require remediation (Consortium for Immigrant Education,
2016; Colorado Department of Higher Education, 2014). This problem highlights the need for
Adult EAP classes that support AELLs in learning basic academic writing in order to succeed on
the essay portion of community college placement exams. Based on a Needs Analysis of AELLs
and of the target language use (TLU) domain, we identified gaps that contribute to the low
transition rate and the increased need for remediation in writing. To satisfy these gaps, we have
developed a course curriculum which specifically targets AELLs who desire to transition from
non-accredited ELL programs to academic community college programs. The curriculum units
incorporate process writing which allows learners to practice prior knowledge and make
connections to new writing concepts (Hammond & Gibbons, 2005). It is vital for community
ELL instructors to integrate scaffolded EAP course development and instructional methods that
target the specific needs of their learners.
During the session, the presenters will highlight the results of a Needs Analysis conducted with
AELLs in a community ESL program. The TLU domain relates to the essay portion of current
community college placement exams. The presenters will also introduce the curriculum designed
in response to the NA results, the goals of the curriculum (e.g., AELLs will understand the
hierarchy of rhetorical features included in the essay prompts), and how the goals are met
through specific units of instruction.
Program Description (49 words)
After discussing the results of a Needs Analysis, the presenters will introduce a curriculum
targeting AELLs transitioning from non-accredited ELL programs to accredited programs. The
design integrates units that support academic process writing, basic academic writing skills, and
strategies for completing community college placement essays. Handouts will be provided.