Generation 1.5 Meets College Composition 1st Edition by Linda Harklau, Kay Losey, Meryl Siegal – Ebook PDF Instant Download/Delivery: 0805829555, 978-0805829556
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ISBN 10: 0805829555
ISBN 13: 978-0805829556
Author: Linda Harklau, Kay Losey, Meryl Siegal
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.
Generation 1.5 Meets College Composition 1st Table of contents:
1 LINGUISTICALLY DIVERSE STUDENTS AND COLLEGE WRITING: WHAT IS EQUITABLE AND APPROPRIATE?
THE STUDENTS
PROGRAMS AND PLACEMENT OPTIONS
CLASSROOM ISSUES
CONCLUSION
REFERENCES
I THE STUDENTS
2 “PRETTY MUCH I SCREWED UP”: III-SERVED NEEDS OF A PERMANENT RESIDENT
METHODS
BACKGROUND
THE STORY: LITERACY BACKGROUND
HIGH SCHOOL IN THE UNITED STATES
THE UNIVERSITY: THE FIRST YEAR
BEATING THE SYSTEM
CREATING MASKS
UNDERGRADUATE EDUCATION
IS THERE A STUDENT BEHIND THE MASK?
WHERE THE SYSTEM FAILED
DISPOSSESSION AND ADAPTATION
APPENDIX: BASIC INTERVIEW QUESTIONS AND GUIDE
REFERENCES
3 CONTINGENT LITERACY: THE SOCIAL CONSTRUCTION OF WRITING FOR NONNATIVE ENGLISH-SPEAKING COLLEGE FRESHMAN
THE STUDY
MOTIVATION AS ECOLOGICAL SYSTEM
CASE STUDIES OF REVISION
REFERENCES
4 DISTINGUISHING INCIPIENT AND FUNCTIONAL BILINGUAL WRITERS: ASSESSMENT AND INSTRUCTIONAL INSIGHTS GAINED THROUGH SECOND-LANGUAGE WRITER PROFILES
ALEX: A FUNCTIONAL BILINGUAL
MIN: MAKING THE TRANSITION
REFERENCES
5 LANGUAGE IDENTITY AND LANGUAGE OWNERSHIP: LINGUISTIC CONFLICTS OF FIRST-YEAR UNIVERSITY WRITING STUDENTS
THE STUDY
DATA ANALYSIS
RESEARCH FINDINGS
NATIVE VERSUS THE NONNATIVE ENGLISH SPEAKER
BLURRED BOUNDARIES: REVISIONING THESE STUDENTS
CONCLUSIONS
ACKNOWLEDGMENTS
REFERENCES
II THE CLASSROOMS
6 Preparation for College Writing: Teachers Talk About Writing Instruction for Southeast Asian American Students in Secondary School
THE NEED FOR THE TEACHERS’ PERSPECTIVE
THE STUDY
IMPLICATIONS FOR TEACHING
ACKNOWLEDGMENTS
REFERENCES
7 CLASSROOM INSTRUCTION AND LANGUAGE MINORITY STUDENTS: ON TEACHING TO “SMARTER” READERS AND WRITERS
AN UNSYMPATHETIC LOOK AT ACADEMIC WRITING
LANGUAGE MINORITY STUDENTS: WHO ARE THEY?
PROBLEMS WITH PLACEMENT
ILL-SUITED INSTRUCTIONAL DESIGNS
FAILED INSTRUCTIONAL PRACTICES
CRITICAL LITERACY AND CLASSROOM INSTRUCTION
ACCOMPLISHING GOOD WRITING
EVALUATING WRITING AS GOOD
AUTHORITY AND POWER: READER-WRITERS SITUATING THEMSELVES IN THE ACADEMY
INTERTEXTUALITY: INTERWEAVING WRITING AND READING
CONCLUSION
ACKNOWLEDGMENTS
REFERENCES
8 ONE SIZE DOES NOT FIT ALL: RESPONSE AND REVISION ISSUES FOR IMMIGRANT STUDENT WRITERS
BACKGROUND: DIFFERENCES ACROSS L2 STUDENT POPULATIONS
RESEARCH ON FEEDBACK TO IMMIGRANT STUDENT WRITERS
IMPLICATIONS FOR COMPOSITION INSTRUCTION
CONCLUSION
REFERENCES
9 OPENING OUR DOORS: APPLYING SOCIOLITERATE APPROACHES (SA) TO LANGUAGE MINORITY CLASSROOMS
SOME GOALS FOR A SOCIOLITERATE CLASSROOM
USING SOCIOLITERATE PRACTICES IN THE CLASSROOM
CONCLUSION
REFERENCES
III THE PROGRAMS
10 CONNECTIONS: HIGH SCHOOL TO COLLEGE
VOICES OF CHINESE STUDENTS
VOICES OF HIGH SCHOOL WRITING TEACHERS
CUNY INITIATIVES
CONCLUSION
REFERENCES
11 UNIVERSITY SUPPORT FOR SECOND-LANGUAGE WRITERS ACROSS THE CURRICULUM
ENGLISH AND ESL FIRST-YEAR WRITING COURSES
WRITING-INTENSIVE COURSES ACROSS THE CURRICULUM
WRITING FEEDBACK CENTERS
CONCLUSION
REFERENCES
12 IMMIGRANT STUDENT PERFORMANCE IN AN ACADEMIC INTENSIVE ENGLISH PROGRAM
IEP
CESL
IMMIGRANT STUDENTS
ADMINISTRATIVE ISSUES
LANGUAGE PROFICIENCY SCORES
STUDENT OUTCOMES
CLASSROOM ASPECTS
ACADEMIC PROGRESS
POSTSCRIPT
REFERENCES
CONTRIBUTORS
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Tags: Linda Harklau, Kay Losey, Meryl Siegal, College Composition