Generation 1.5 Meets College Composition: Issues in the Teaching of Writing to U.S.-educated Learners of ESL
- ISBN-10
- 0805829547
- ISBN-13
- 9780805829549
- Category
- Language Arts & Disciplines
- Pages
- 245
- Language
- English
- Published
- 1999
- Publisher
- Routledge
- Authors
- Meryl Siegal, Linda Harklau, Kay M. Losey
Description
An increasing number of students graduate from U.S. high schools and enter college while still in the process of learning English. This group--the "1.5 generation"--consisting of immigrants and U.S. residents born abroad as well as indigenous language minority groups, is rapidly becoming a major constituency in college writing programs. These students defy the existing categories in most college writing programs, and in the research literature. Experienced in American culture and schooling, they have characteristics and needs distinct from the international students who have been the subject of most research and literature on ESL writing. Furthermore, in studies of mainstream college composition, basic writing, and diversity, these students' status as second-language learners is usually left unaddressed or even misconstrued as underpreparation. Nevertheless, research and pedagogical writings have yet to take up the particular issues entailed in teaching composition to this student population. The intent in this volume is to bridge this gap and to initiate a dialogue on the linguistic, cultural, and ethical issues that attend teaching college writing to U.S.-educated linguistically diverse students. This book is the first to address explicitly issues in the instruction of "1.5 generation" college writers. From urban New York City to midwestern land grant universities to the Pacific Rim, experienced educators and researchers discuss a variety of contexts, populations, programs, and perspectives. The 12 chapters in this collection, authored by prominent authorities in non-native language writing, are research based and conceptual, providing a research-based survey of who the students are, their backgrounds and needs, and how they are placed and instructed in a variety of settings. The authors frame issues, raise questions, and provide portraits of language minority students and the classrooms and programs that serve them. Together, the pieces paint the landscape of college writing instruction for 1.5 generation students and explore the issues faced by ESL and college writing programs in providing appropriate writing instruction to second-language learners arriving from U.S. high schools. This book serves not only to articulate an issue and set an agenda for further research and discussion, but also to suggest paths toward linguistic and cultural sensitivity in any writing classroom. It is thought-provoking reading for college administrators, writing teachers, and scholars and students of first- and second-language composition.
Get the book
Other editions
-
- 1999-05-01
- 256 pages
- Ebook
- Routledge
-
- 1999-05
- 272 pages
- Paperback
- Routledge
Similar books
-
Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL
By Meryl Siegal, Mark Roberge, Linda HarklauThis volume is directed to preservice and inservice teachers, teacher educators, and researchers involved with educating Generation 1.5 students in these and other contexts.
-
Concepts in Composition: Theory and Practice in the Teaching of Writing
By Irene L. ClarkBut as a rereading of Christensen, Corbett, and Weathers will show, their work in style encourages students to become sophisticated language users and, in some instances, to resist dominant forms of discourse.
-
Teaching College Writing to Diverse Student Populations
By Dana FerrisThis book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education.
-
The Wiley Handbook of Adult Literacy
By Dolores PerinExamines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills.
-
Integrating Multilingual Students Into College Classrooms: Practical Advice for Faculty
By Johnnie Johnson Hafernik, Fredel M. Wiant... 1.5 in College Composition: TeachingAcademic Writing to US EducatedLearners ... College composition: Initiation into the academic discourse community ... Generation 1.5 Meets College Composition: Issues in the Teaching of Writing ...
-
Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College
By Todd Ruecker, Christina Ortmeier-HooperExploring the relationship between electronic literacy and heritage language maintenance. ... N. Graff, R.S. Nowacek, and B. Trabold (Eds.), Literacy, economy, and power: Writing and research after literacy in American lives (pp.
-
Teachers' Roles in Second Language Learning: Classroom Applications of Sociocultural Theory
By Bogum Yoon, Hoe Kyeung KimThis book is designed to provide practical applications of sociocultural theory with regard to teachers’ roles in second language education.
-
ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support
By Norman W. Evans, Neil J Anderson, William G. EggingtonAs indicated in Table 4.2, the categories with the lowest means were time spent with NSs on correctness and time spent with ESL students on organiza- tion. The category with the highest amount of time spent was with ESL students on ...
-
Teaching U.S.-Educated Multilingual Writers: Pedagogical Practices from and for the Classroom
By Mark Roberge, Margi Wald, Kay M. Losey... college writing. In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition: Teaching ... meets college composition: Issues in the teaching of writing to U.S.- educated learners of ESL (pp. 153–168). Mahwah, NJ ...
-
The SAGE Handbook of Rhetorical Studies
By Kirt H. Wilson, Andrea A. Lunsford, Rosa A. EberlyIn the revised edition of The Present State of Scholarship in Historical and Contemporary Rhetoric (Horner, 1990a), Donald Stewart appropriates categories from 18th-century scholarship to discuss 19thcentury rhetoric.