Figure IV-6: Transition Checklist

  1. ___ Have we established exit criteria to help us consider whether adults or families are ready to exit our program?
  2. ___ Have we coordinated our efforts with outside agencies to help with non-academic needs of adult learners or families leaving our program?
  3. ___ Have we coordinated our efforts with local businesses and industries to invite guest speakers, set up tours of companies, and establish job shadowing opportunities to help students select a program of study?
  4. ___ Have we prepared a transition plan for each adult learner or family, including timelines for anticipated changes and outcomes?
  5. ___ Have we encouraged adult learners to explore outside resources and community offerings?
  6. ___ Do we help adult learners participate in internships?
  7. ___ Have we incorporated world of work themes throughout our educational program?
  8. ___ Do we encourage adult learners to develop personal action plans that include timetables and resources needed to obtain goals?
(Adapted from RMC Research Corporation, 2001.)

Challenges to Effective Transitions

While adults attaining advanced English proficiency levels in ESL classes may be considered ready to make the transition to college, they may face many academic challenges. In particular, they may need special assistance in strengthening their reading, grammar, and writing skills so they can successfully complete their college courses (Lombardo, 2004; Tacelli, 2004). They may have difficulty understanding college texts and writing college- level papers (Santos, 2004). While native English speakers have a written vocabulary of 10,000-100,000 words, English language learners will probably know only 2,000-7,000 words when they begin academic studies (Rance-Roney, 1995). Thus, specialized academic vocabulary instruction needs to be provided.

Language challenges are not the only ones that these students face. Some learners may be the first in their families to enter college and may have little understanding of college costs or how to pay for their education. They may need focused help with study skills and time management skills. They may be frustrated by institutional bureaucracy and class scheduling. Some may feel that they do not belong in college. Without assistance, these students may soon drop out (Johnson, Haas, Harrell, & Alameida, 2004).