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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.
- Sales Rank: #1369020 in Books
- Brand: Brand: Routledge
- Published on: 1999-05-03
- Released on: 1999-06-12
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .58" w x 6.00" l, .94 pounds
- Binding: Paperback
- 256 pages
- Used Book in Good Condition
About the Author
Jan Frodesen is Director of ESL in the Department of Linguistics, University of California, Santa Barbara, where she reaches graduate and undergraduate courses in ESL and TESL. Her research and professional interests includes composition pedagogy, academic literacy, development, pedagogical grammar and ESL articulation issues in post secondary education.
Ilona Leki (Ph.D. University of Illinois) is associate professor of English and director of ESL at the University of Tennessee. Co-editor of the Journal of Second Language Writing and Reading in the Composition Classroom: Second Language Perspectives, she is the author of Academic Writing: Techniques and Tasks. She has served on the Editorial Advisory Board of the TESOL Quarterly and as president of Tennessee TESOL. Her work abroad includes teaching English and conducting teacher-training programs in France, Yugoslavia, Turkey, Colombia, Brazil, and Egypt.
Wolfe-Quintero teaches in the English as a Second Language and Second Language Acquisition Programs at the University of Hawai'i.
Ramanathan is Associate Professor in the Linguistics Department of the University of California, Davis.
Paul Bruthiaux, Dwight Atkinson, William G. Eggington, William Grabe and Vaidehi Ramanathan conducted their doctoral research at the University of Southern California in the 1980s and 1990s, with Robert B. Kaplan playing a significant role in their development as applied linguists. Now they have joined forces to co-edit a collection of essays and research papers that review current trends across the spectrum of applied linguistics and discuss their implications for the future the field.
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