'… A well-organized volume with a strong emphasis on pedagogy.' – Trudy Smoke, Hunter College/City University of New York, USA 'Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between.... The editors clearly know what they’re doing…. They know the field, know the subject matter, and understand the problems…. This volume contributes to the thinking in the field.' – Linda Lonon Blanton, University of New Orleans, USA Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students. Generation 1.5 in College Composition: is designed to help both scholars and practitioners reconceptualize the fields of College Composition and TESOL and create a space for research, theory, and pedagogy focusing on postsecondary immigrant ESL students provides both important new theoretical work (which lays the underpinnings for serious pedagogical innovation) and important new pedagogical approaches. Because of their varied and complex language and literacy profiles, Generation 1.5 students are found in developmental English courses, college ESL courses, and mainstream college writing courses. This volume is directed to preservice and inservice teachers, teacher educators, and researchers involved with educating Generation 1.5 students in these and other contexts.
Author(s): Harklau
Edition: 1
Year: 2009
Language: English
Pages: 288
Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 6
Preface......Page 8
Part I Frameworks......Page 12
1 A Teacher’s Perspective on Generation 1.5......Page 14
2 Immigrant Youth and Higher Education: An Overview......Page 36
3 The Education of the 1.5 Generation from an International Migration Framework: Demographics, Diversity, and Difference......Page 46
4 The Erasure of Resident ESL Writers......Page 61
5 Interrogating In-Between-Ness: A Postmodern Perspective on Immigrant Students......Page 76
Part II Student Characteristics and Schooling Paths......Page 84
6 High School Academic Literacy Instruction and the Transition to College Writing......Page 86
7 The Academic Writing Development of a Generation 1.5 “Latecomer”......Page 102
8 Academic Reading and Writing Difficulties and Strategic Knowledge of Generation 1.5 Learners......Page 116
9 Responding to High-Stakes Writing Assessment: A Case Study of Five Generation 1.5 Students......Page 131
10 Educational Pathways of Generation 1.5 Students in Community College Writing Courses......Page 146
Part III Curricular and Pedagogical Approaches......Page 162
11 Situating Generation 1.5 in the Academy: Models for Building Academic Literacy and Acculturation......Page 164
12 Creating an Inter-Departmental Course for Generation 1.5 ESL Writers: Challenges Faced and Lessons Learned......Page 181
13 Individualizing Pedagogy: Responding to Diverse Needs in Freshman Composition for Non-Native Speakers......Page 196
14 Situated Invention and Genres: Assisting Generation 1.5 Students in Developing Rhetorical Flexibility......Page 214
15 Grammar for Generation 1.5: A Focus on Meaning......Page 232
16 Working with Generation 1.5: Pedagogical Principles and Practices......Page 246
Contributors......Page 271
Index......Page 276
