Generation 1.5 in College Composition

@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 language ideologies, Jennifer A. Mott-Smith; 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; Pedagogical principles and practices for working with Generation 1.5, Patricia Porter, Deborah VanDommelen, Sugie Goen-Salter, and Deborah Swanson; 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; Socioliterate pedagogy for Generation 1.5, Ann Johns; Charting new territory: Creating an interdepartmental writing course for Generation 1.5, Christine Holten; 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; 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