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.
General
| Imprint: |
Routledge Member of the Taylor and Francis Group
|
| Country of origin: |
United States |
| Release date: |
May 1999 |
| First published: |
1999 |
| Editors: |
Linda Harklau
• Kay M. Losey
• Meryl Siegal
|
| Dimensions: |
229 x 152 x 13mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
256 |
| ISBN-13: |
978-0-8058-2955-6 |
| Categories: |
Books
|
| LSN: |
0-8058-2955-5 |
| Barcode: |
9780805829556 |
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