Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.

Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.

Literary Nonfiction. Education. ESL. Language Arts & Disciplines. Edited by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You. THE POLITICS OF SECOND LANGUAGE WRITING: IN SEARCH OF THE PROMISED LAND is the first edited collection to present a sustained discussion of classroom practices in larger contexts of institutional politics and policies. Contributors focus on the policies on assessment, placement, credit, class size, course content, instructional practices, teacher preparation, and teacher support. They examine politics in terms of the relationships and interaction between second language writing professionals and colleagues at the program, department, school, college, and university levels and beyond. Contributors also explore--through critical reflections and situated descriptions of their teaching practices in larger institutional contexts--how these policies and politics affect pedagogical practices. Readers will learn why classroom practices are not neutral, pragmatic space but ideologically saturated sites of negotiation. Contributors are anling Fu, Marylou Matoush, Kerry Enright Villalva, Ilona Leki, Ryuko Kubota, Kimberly Abels, Angela M. Dadak, Jessica Williams, Wei Zhu, Guillaume Gentil, Kevin Eric DePew, Xiaoye You, Deborah Crusan, Sara Cushing Weigle, Jessie Moore Kapper, Christine Norris, Christine Tardy, Stephanie Vandrick, and Barbara Kroll.