Generation 1.5 students are “ear learners”; that is, they learned English through listening instead of learning through grammar, rhetoric, and sentence construction.
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...
Immigrants and their American-born children represent about one quarter of the United States population. Drawing on rich, in-depth ethnographic research, the fascinating case studies in Across Generations examine the intricacies of relations between the generations in a broad range of immigrant groups—from Latin America, Asia, the Caribbean, and Africa—and give a sense of what everyday life is like in immigrant families.
Considering Emotions in Critical English Language Teaching: Theories and Praxis
Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students’ and teachers’ emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions.
At long last, Gay Talese, one of America's greatest living authors, employs his prodigious storytelling gifts to tell the saga of his own family's emigration to America from Italy in the years preceding World War II. Ultimately it is the story of all immigrant families and the hope and sacrifice that took them from the familiarity of the old world into the mysteries and challenges of the new.
This volume addresses a gamut of questions of interest to teachers of young second language learners. Why do immigrant children leave their home countries and what are their journeys to the United States like? How do young children adjust to the new culture? What sort of dynamic prevails in immigrant families? What are young immigrants' schooling experiences like? What are language learning processes like in young children? The first part of the book contains an overview of recent ethnographic, sociological, and psycholinguistic research concerned with answering these queries. The second half of the volume focuses on classroom practice.
