Linguistically Responsive Instruction in Corequisite Courses at Community Colleges

English Learners (ELs) attend community colleges at a greater rate than four-year schools, making primary sites of ESL education in American higher education. These institutions’ recent embrace the corequisite structure – pairing non-credit developmental course with credit-bearing disciplinary content order to accelerate students’ progress their coursework has direct implications for ELs. As corequisites are enacted wide range areas, professors will need language development courses. This qualitative study applies Linguistically Responsive Instruction as framework understand instructors’ beliefs about learning, knowledge teaching language, and understanding broader contextual factors colleges, including institutional policies definitions readiness success. Drawing on ongoing interviews conducted faculty members throughout one semester, it offers members’ perspectives opportunities challenges ELs provides professional support.