Generation 1.5 Meets College Composition

"...is an important contribution to the limited amount of research currently available on the special problems and distinguishing traits of this population....The studies in this volume range from informative to very stimulating, and are generally well written....the authors are clearly conversant with the population of students in question, and their conclusions seem to be on the mark." -TESL-EJ "This text is a valuable contribution to the field of ESL composition because it focuses on a specific population of students that needs and merits sustained attention in college and university settings. ESL and composition researchers and instructors as well as graduate students will find value in this publication." -Contemporary Psychology "...few researchers have examined the linguistic needs of this population, creating a gap in our knowledge of how best to intervene with these students. Generation 1.5 Meets College Composition: Issues in the Teaching of Writing to U.S.-Educated Learners of ESL is one of the first attempts to fill that void. This noteworthy volume brings together the current research on U.S.-educated learners of ESL, or Generation 1.5, a reference to U.S.-educated immigrant students who are caught somewhere between the cultural and linguistic experiences of the first and second generations....For researchers in L2 writing and ESL teachers in postsendary education, this volume represents a significant first step in our understanding of this population." -Studies in Second Language Acquisition "Deals with a significant and growing population of ESL college students...and raises important questions as to how students are placed into and exit from ESL programs....This is a timely and important topic for investigation....The contributors to this book seem unafraid to adopt a particular point of view--that ESL researchers and teachers can improve the quality of programs and instruction by listening to and taking seriously what ESL students have to say about the teaching-learning experience....There is great value in looking at this population in a somewhat unconventional way; that is, examining the larger social constraints that organize student-teacher behavior as opposed to looking exclusively at data such as test performance." -Steven Haber Jersey City State College

Contents: Preface. L. Harklau, M. Siegal, K.M. Losey, Linguistically Diverse Students and College Writing: What Is Equitable and Appropriate? Part I: The Students.I. Leki, "Pretty Much I Screwed Up": Ill-Served Needs of a Permanent Resident. J. Rodby, Contingent Literacy: The Social Construction of Writing for Nonnative English-Speaking College Freshman. J. Frodesen, N. Starna, Distinguishing Incipient and Functional Bilingual Writers: Assessment and Instructional Insights Gained Through Second-Language Writer Profiles. Y-S.D Chiang, M. Schmida, Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students. Part II: The Classrooms.B. Hartman, E. Tarone, Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School. L.L. Blanton, Classroom Instruction and Language Minority Students: On Teaching to "Smarter" Readers and Writers. D.R. Ferris, One Size Does Not Fit All: Response and Revision Issues for Immigrant Student Writers. A.M. Johns, Opening Our Doors: Applying Socioliterate Approaches (SA) to Language Minority Classrooms. Part III: The Programs.N.D.S. Lay, G. Carro, S. Tien, T.C. Niemann, S. Leong, Connections: High School to College. K. Wolfe-Quintero, G. Segade, University Support for Second-Language Writers Across the Curriculum. D. Muchinsky, N. Tangren, Immigrant Student Performance in an Academic Intensive English Program.