Generation 1.5 in College Composition

Roberge, Mark; Siegal, Meryl; Harklau, Linda

doi:10.4324/9780203885697

Cited by 50 publications

(8 citation statements)

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“…Besides reflecting upon what previous research has suggested about response to L2 writers, one must also consider the changing nature of the student audience in many settings. Composition experts have been aware for some years of the growing and diverse population of L2 writers in college composition courses (see, e.g., Costino & Hyon, 2007;Ferris, 2009;Harklau, Losey, & Siegal, 1999;Matsuda, Cox, Jordan, & Ortmeier-Hooper, 2006;Ortmeier-Hooper, 2008;Roberge et al, 2009). As examples of this, nearly all composition handbooks now include ESL or multilingual sections and/or text boxes within various sections with special advice for the L2 writer (see, e.g., Lunsford, 2009).…”

Section: L2 Students In College Composition Coursesmentioning

confidence: 99%

“…Further, L2 writers' challenges in the composition class may extend well beyond typical ESL-type markers such as verb tense or plural endings or prepositions. Instead, L2 writers may have difficulties not easily identified by the untrained eye, such as problems with reading comprehension or vocabulary gaps (Ferris, 2009;Folse, 2008;Holten, 2009;Roberge et al, 2009;Schuemann, 2008). The instructors in this group appeared to be unaware of such potential needs, defined so-called ESL markers narrowly, and did not report providing the specialized guidance or resources some students might need to be successful (see Leki, 1990a;Reid, 1994).…”

Section: Teachers Unaware Of L2 Students' Needsmentioning

confidence: 99%

“…For others, it might mean learning about effective pedagogical practices with regard to response to student writing. For most or all writing teachers (whether in mainstream or specialized L2 contexts), it also means becoming more aware of L2 language or literacy acquisition processes and about the diverse and complex L2 student audience that exists in many teaching contexts today (see CCCC, 2009;Ferris, 2009;Harklau et al, 1999;Roberge et al, 2009). For example, increased knowledge could help writing teachers resist stereotypes such as ''L2 writers are 'translating' from their native languages'' or ''L2 writers know more about English grammar than their monolingual peers or even their teachers.''…”

Section: Teacher Preparationmentioning

confidence: 99%

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Responding to L2 Students in College Writing Classes: Teacher Perspectives

et al. 2011

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Response to student writing has been a research concern for composition specialists for the past several decades. However, most research to date has utilized student opinions or researcher judgments about teacher feedback, with researchers rarely consulting teachers themselves as informants. Also, first language (L1) and second language (L2) response research has been completed and disseminated in separate arenas, with little consideration given to the current blurring of boundaries in many educational contexts between L1 and L2 student writers. In the study described in this article, college writing instructors in both mainstream and specialized L2 writing contexts were surveyed (N 5 129) and interviewed (N 5 23) about their backgrounds (training and experience) and their philosophies and practices with regard to response. In addition, samples of their commentary on student papers (3-5 papers per interview subject) were collected, discussed with the instructors, and analyzed. Although most instructors were aware of adapting their approach to feedback for L2 writers, the nature of these adjustments varied dramatically across subjects, as did their overall attitude toward the endeavor of responding to L2 writers. The article concludes with a discussion of practical implications of the findings for teacher response practices and for professional preparation of L1 writing instructors who work with L2 students.

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Section: L2 Students In College Composition Coursesmentioning

confidence: 99%

Section: Teachers Unaware Of L2 Students' Needsmentioning

confidence: 99%

Section: Teacher Preparationmentioning

confidence: 99%

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Responding to L2 Students in College Writing Classes: Teacher Perspectives

et al. 2011

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“…Immigrant adolescents, especially those who were foreign-born, but grew up in countries speaking languages other than their native language, are forced to learn the languages and the cultures of both settings. These immigrant adolescents, often identified as Generation 1.5 [18], learn English through natural interaction rather than through formal classes [19], are partially foreign educated [20], and typically have graduated from high schools in the English speaking western country that they are resident, thus are somewhat familiar with academic systems of the resident country [20,21]. With this background, Generation 1.5 students exhibit different characteristics from both their parents' generation (first generation) as well as their offspring's generation (second generation).…”

Section: Introductionmentioning

confidence: 99%

Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students

Stoffa¹,

Kush²,

Heo

2011

Education Research International

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This study examined the potential of utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) and the Strategy Inventory for Language Learning (SILL) as instruments in measuring Generation 1.5 students' motivation and their use of language learning strategies. The MSLQ was of particular interest because it contains both a basic motivation subscale as well as a motivation/language learning strategies subscale. Participants of this study were 104 Generation 1.5 Korean immigrant students who were members of Korean communities located in Pittsburgh and Philadelphia, Pennsylvania. Participants provided general demographic information and completed both scales in a counterbalanced manner. Results indicated that while the two scales do have some similar content, the scales do not overlap entirely and appeared to measure two discrete indices. Results also indicated that a moderate correlation between MSLQ learning strategies and SILL learning strategies was found as well as between the SILL total score and the MSLQ total score.

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“…A more nuanced understanding of how these changes in partner risk occur between 1 st and 1.5 generations, as well as between generations 1.5 and 2, could offer insight into the origins of increased risk that builds among later generations (44). Sharing characteristics of first and second-generation immigrants, generation 1.5 youth may face distinct challenges including linguistic incompatibility with family members; conflicts over intergenerational values (45-46); and peer discrimination both from peers of the same ethnicity but of different immigrant generation and from U.S.-born peers of different ethnic backgrounds (46). Our finding that 1.5 generation youth were significantly more likely to have both Latino and non-Latino partners compared to all other immigrant groups may reflect a distinct identity formation and immigrant adaptation as they negotiate peer relationships and social norms (47-48).…”

Section: Discussionmentioning

confidence: 99%

Immigration and Sexual Partner Risk Among Latino Adolescents in San Francisco

Minnis

Doherty

vanDommelen-Gonzalez

et al. 2010

J Immigrant Minority Health

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Background Sexual partner characteristics increase risk for adverse reproductive health outcomes. Evidence is limited regarding whether choice of sexual partners among Latino adolescents changes with U.S. acculturation/adaptation. Methods We used generalized estimating equations to assess the associations between immigrant generation (recent immigrant, 1.5 [immigrated prior to adolescence], 2nd and 3rd) and sexual partner risk in a prospective cohort study of 411 Latino adolescents aged 14-19. We examined three measures of partner risk and mediating effects of family influence (familism and parental monitoring). Results The odds of reporting a partner with frequent substance use increased with increasing immigrant generation (odds ratios (OR) [reference=recent immigrants]: 2.3, 3.4, and 5.6) as did having a partner who was in a gang/incarcerated (OR [reference=recent immigrants]: 2.4, 3.6, and 5.7). Though the odds of having high-risk partners decreased with higher parental monitoring, neither family influence measure mediated these relationships. Discussion Findings underscore the need for a prevention focus on partner choice with attention to increased risk with increasing U.S. generation.

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Generation 1.5 in College Composition

Cited by 50 publications

References 0 publications

Responding to L2 Students in College Writing Classes: Teacher Perspectives

Responding to L2 Students in College Writing Classes: Teacher Perspectives

Using the Motivated Strategies for Learning Questionnaire and the Strategy Inventory for Language Learning in Assessing Motivation and Learning Strategies of Generation 1.5 Korean Immigrant Students

Immigration and Sexual Partner Risk Among Latino Adolescents in San Francisco

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