WHEREAS, The California Community Colleges (CCC) system serves a significant population of English as a Second Language (ESL) students, including Adult Education and English Language Learners, who represent approximately 13% enrolled students statewide and are disproportionately impacted by linguistic barriers in academic testing environments [1];
WHEREAS, ESL students may require additional time to process exam questions written in English due to the additional cognitive load of reading, interpreting, and composing responses in a non-native language, even when students have demonstrated mastery of course content, thereby creating an inequitable testing environment;
WHEREAS, ESL is explicitly recognized under California education policy as distinct from remedial education and disability status, and requiring ESL students to seek accommodations through Disability Support Programs and Services (DSPS) creates unnecessary barriers and confusion, as being an ESL is not a deficit [2]; and
WHEREAS, Equitable testing, such as instructor-approved extended time when pedagogically appropriate, supports student success, retention and fair evaluation of learning outcomes without compromising academic integrity [3]; Now, therefore, be it
RESOLVED, That the Student Senate of California Community Colleges recommend and support local faculty, academic senates, and colleges to adopt flexible testing practices that allow ESL students to receive extended exam time when needed, without requiring documentation or referral through Disability Support Programs and Services solely on the basis of being an ESL student;
RESOLVED, That Student Senate of California Community Colleges encourage colleges to develop clear, transparent guidance for faculty outlining best practices for supporting ESL students during testing, including voluntary extended time options, alternative testing formats or instructor discretion based on demonstrated language needs;
RESOLVED, That Student Senate of California Community Colleges recognize that linguistic diversity is not a disability and urge colleges to ensure that support for ESL students is implemented through instructional equity, culturally responsive teaching practices, and academic support structures; and
RESOLVED, That the Student Senate of California Community Colleges work collaboratively with the Chancellor’s Office, Academic Senate for California Community Colleges, ESL faculty and student representatives to promote equitable testing policies that reduce barriers for ESL students while maintaining academic standards.
Citations:
[1]https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/Research-An…
[2]https://www.ppic.org/wp-content/uploads/english-as-a-second-language-in…
[3]https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCod…. &part=43.&chapter=&article=https://escholarship.org/content/qt9fd55354/qt9fd55354_noSplash_b 2e3d9d2a389322ff4f2c9de1356f174.pdf