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Zusatztext "? a well-organized volume with a strong emphasis on pedagogy." Trudy Smoke! Hunter College/City University of New York"Generation 1.5 is the most interesting topic of concern in ESL today! yet publications are few and far between.... The editors clearly know what they're doing?. They know the field! know the subject matter! understand the problems?. This volume contributes to the thinking in the field."Linda Lonon Blanton! University of New Orleans Informationen zum Autor Mark Roberge is Associate Professor in the Composition program at San Francisco State University. Meryl Siegal is Instructor of English at Laney College in Oakland, California. Linda Harklau is Professor in the Teaching Additional Languages program and Linguistics program at the University of Georgia. Klappentext '... A well-organized volume with a strong emphasis on pedagogy.' - Trudy Smoke, Hunter College/City University of New York, USA 'Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between.... The editors clearly know what they're doing.... They know the field, know the subject matter, and understand the problems.... This volume contributes to the thinking in the field.' - Linda Lonon Blanton, University of New Orleans, USA Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students' schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students. Generation 1.5 in College Composition: is designed to help both scholars and practitioners reconceptualize the fields of College Composition and TESOL and create a space for research, theory, and pedagogy focusing on postsecondary immigrant ESL students provides both important new theoretical work (which lays the underpinnings for serious pedagogical innovation) and important new pedagogical approaches. Because of their varied and complex language and literacy profiles, Generation 1.5 students are found in developmental English courses, college ESL courses, and mainstream college writing courses. This volume is directed to preservice and inservice teachers, teacher educators, and researchers involved with educating Generation 1.5 students in these and other contexts. Zusammenfassung Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students. Inhaltsverzeichnis @contents: Selected Contents Introduction Generation 1.5 ten years later, Mark Roberge, Meryl Siegal and Linda Harklau Section One: Frameworks for understanding Generation 1.5 Approaching Generation 1.5 through immigrant studies and socio-political/socio-economic frameworks, Vivian Louie Language minorities in higher education-What we (don't) know, Linda Harklau The complex linguistic situation of Generation 1.5 students, Mary Schmida The Erasure of Resident ESL Writers, Paul Kei Matsuda and Aya Matsuda Section Two: Generation 1.5 student characteristics and schooling paths Generation 1.5 immigrant ESL students: What experiences, characteristics and needs might they bring to our English classes? Mark Roberge Academic reading and writing challenges and strategies used to meet those challenges: A case of four undergraduate Generation 1.5 students, Cathryn Crosby At what price success? The academic writing development of a Generation 1.5 latecomer, Jan Frodesen Generation 1.5 students and the hegemony of dominant l...
