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Transitioning from ESL to Corequisite English Courses at CUNY. Research Report

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Title: Transitioning from ESL to Corequisite English Courses at CUNY. Research Report
Language: English
Authors: Julia Raufman, Selena Cho, Andrea Lopez Salazar, Columbia University, Community College Research Center (CCRC)
Source: Community College Research Center, Teachers College, Columbia University. 2026.
Availability: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Peer Reviewed: N
Page Count: 15
Publication Date: 2026
Sponsoring Agency: Ascendium Education Group, Inc.
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Required Courses, Bilingual Students, English Learners, Multilingualism, Community College Students, English (Second Language), Second Language Instruction, Second Language Learning, Educational Change, Barriers, Influences, Educational Policy, Student Placement, Educational Practices, Models, Language Acquisition, Educational Strategies, College Credits, College Faculty, Teacher Attitudes, Administrator Attitudes, School Personnel, Attitudes, College English, English Instruction, Community Colleges
Geographic Terms: New York (New York)
Abstract: This report examines how multilingual learners (MLs) at five CUNY community colleges navigate pathways from English as a Second Language (ESL) into corequisite and other credit-bearing English courses--a critical yet understudied transition in higher education. Drawing on interviews and institutional documents, the study describes how placement processes, departmental structures, ESL course sequences, and instructional models shape MLs' access to and experiences in corequisite or standalone college-level English. The findings suggest that, while the corequisite model--along with changes to ESL placement and ESL course structure--can help many MLs by accelerating their progression into credit-bearing coursework, rigid placement systems, departmental silos, and the elimination of prerequisite developmental English may compress timelines in ways that do not always benefit some MLs and that reduce the number of entry points that MLs have into lower-level ESL courses. Yet the findings also highlight promising practices--including the use of ESL-specific corequisites and paired ESL/general education courses, extended instructional time, and culturally affirming pedagogy--that integrate language development with credit-bearing coursework. The report concludes with considerations for strengthening ML pathways, emphasizing the need for flexible, coordinated, and linguistically responsive approaches that balance acceleration with sustained language development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678722
Database: ERIC
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  Data: Transitioning from ESL to Corequisite English Courses at CUNY. Research Report
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  Data: <searchLink fieldCode="AR" term="%22Julia+Raufman%22">Julia Raufman</searchLink><br /><searchLink fieldCode="AR" term="%22Selena+Cho%22">Selena Cho</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Lopez+Salazar%22">Andrea Lopez Salazar</searchLink><br /><searchLink fieldCode="AR" term="%22Columbia+University%2C+Community+College+Research+Center+%28CCRC%29%22">Columbia University, Community College Research Center (CCRC)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Community+College+Research+Center%2C+Teachers+College%2C+Columbia+University%22"><i>Community College Research Center, Teachers College, Columbia University</i></searchLink>. 2026.
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  Data: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
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  Data: Ascendium Education Group, Inc.
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  Data: This report examines how multilingual learners (MLs) at five CUNY community colleges navigate pathways from English as a Second Language (ESL) into corequisite and other credit-bearing English courses--a critical yet understudied transition in higher education. Drawing on interviews and institutional documents, the study describes how placement processes, departmental structures, ESL course sequences, and instructional models shape MLs' access to and experiences in corequisite or standalone college-level English. The findings suggest that, while the corequisite model--along with changes to ESL placement and ESL course structure--can help many MLs by accelerating their progression into credit-bearing coursework, rigid placement systems, departmental silos, and the elimination of prerequisite developmental English may compress timelines in ways that do not always benefit some MLs and that reduce the number of entry points that MLs have into lower-level ESL courses. Yet the findings also highlight promising practices--including the use of ESL-specific corequisites and paired ESL/general education courses, extended instructional time, and culturally affirming pedagogy--that integrate language development with credit-bearing coursework. The report concludes with considerations for strengthening ML pathways, emphasizing the need for flexible, coordinated, and linguistically responsive approaches that balance acceleration with sustained language development.
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      – Text: English
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      – SubjectFull: Required Courses
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      – TitleFull: Transitioning from ESL to Corequisite English Courses at CUNY. Research Report
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