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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
@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 1. Approaching Generation 1.5 through immigrant studies and socio-political/socio-economic frameworks, Vivian Louie 2. Language minorities in higher education-What we (don't) know, Linda Harklau 3. The complex linguistic situation of Generation 1.5 students, Mary Schmida 4. The Erasure of Resident ESL Writers, Paul Kei Matsuda and Aya Matsuda Section Two: Generation 1.5 student characteristics and schooling paths 1. Generation 1.5 immigrant ESL students: What experiences, characteristics and needs might they bring to our English classes? Mark Roberge 2. Academic reading and writing challenges and strategies used to meet those challenges: A case of four undergraduate Generation 1.5 students, Cathryn Crosby 3. At what price success? The academic writing development of a Generation 1.5 latecomer, Jan Frodesen 4. Generation 1.5 students and the hegemony of dominant language ideologies, Jennifer A. Mott-Smith 5. Accessing academic literacy in college: Pathways of U.S.-educated English language learners, Genevieve Patthey-Chavez, Joan Thomas-Spiegel, and Paul Dillon Section Three: Pedagogical approaches for Generation 1.5 1. Pedagogical principles and practices for working with Generation 1.5, Patricia Porter, Deborah VanDommelen, Sugie Goen-Salter, and Deborah Swanson 2. Reading/writing connections for Generation 1.5, Harriett Allison 3. Vocabulary and reading for Generation 1.5, Cheryl Benz A functional focus on language: Grammar for Generation 1.5, Mary J. Schleppegrell 1. Socioliterate pedagogy for Generation 1.5, Ann Johns 2. Charting new territory: Creating an interdepartmental writing course for Generation 1.5, Christine Holten 3. Individualizing pedagogy: Working with diverse needs and goals in freshman composition for international students and Generation 1.5, Dudley Reynolds, Kyung-Hee Bae and Jennifer Shade Wilson Situating language and academic literacy development into a curriculum of first-year college courses for Generation 1.5, Robin Murie 4. Promoting Generation 1.5 learners' academic literacy and autonomy: Pedagogical approaches from the learning center, Margi Wald and Nathalie Destandau Conclusion Where do we go from here? Mark Roberge, Meryl Siegal and Linda Harklau
@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 1. Approaching Generation 1.5 through immigrant studies and socio-political/socio-economic frameworks, Vivian Louie 2. Language minorities in higher education-What we (don't) know, Linda Harklau 3. The complex linguistic situation of Generation 1.5 students, Mary Schmida 4. The Erasure of Resident ESL Writers, Paul Kei Matsuda and Aya Matsuda Section Two: Generation 1.5 student characteristics and schooling paths 1. Generation 1.5 immigrant ESL students: What experiences, characteristics and needs might they bring to our English classes? Mark Roberge 2. Academic reading and writing challenges and strategies used to meet those challenges: A case of four undergraduate Generation 1.5 students, Cathryn Crosby 3. At what price success? The academic writing development of a Generation 1.5 latecomer, Jan Frodesen 4. Generation 1.5 students and the hegemony of dominant language ideologies, Jennifer A. Mott-Smith 5. Accessing academic literacy in college: Pathways of U.S.-educated English language learners, Genevieve Patthey-Chavez, Joan Thomas-Spiegel, and Paul Dillon Section Three: Pedagogical approaches for Generation 1.5 1. Pedagogical principles and practices for working with Generation 1.5, Patricia Porter, Deborah VanDommelen, Sugie Goen-Salter, and Deborah Swanson 2. Reading/writing connections for Generation 1.5, Harriett Allison 3. Vocabulary and reading for Generation 1.5, Cheryl Benz A functional focus on language: Grammar for Generation 1.5, Mary J. Schleppegrell 1. Socioliterate pedagogy for Generation 1.5, Ann Johns 2. Charting new territory: Creating an interdepartmental writing course for Generation 1.5, Christine Holten 3. Individualizing pedagogy: Working with diverse needs and goals in freshman composition for international students and Generation 1.5, Dudley Reynolds, Kyung-Hee Bae and Jennifer Shade Wilson Situating language and academic literacy development into a curriculum of first-year college courses for Generation 1.5, Robin Murie 4. Promoting Generation 1.5 learners' academic literacy and autonomy: Pedagogical approaches from the learning center, Margi Wald and Nathalie Destandau Conclusion Where do we go from here? Mark Roberge, Meryl Siegal and Linda Harklau
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