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Collier, P. V. (1995). Acquiring a second language for school.
National Clearinghouse for Bilingual Education, 1(4). Retrieved
March 13, 2006, from the NCELA Web site: http://www.ncela.gwu.edu/pubs/directions/04.htm
The article presents a research-based conceptual model for acquiring
a second language for school. The model identifies sociocultural,
language, academic and cognitive factors that are critical to the
process of second language acquisition, and is followed by recommendations
for educators of non-native English speakers.
Harklau, L. (1998). Newcomers in U.S. higher education:
Questions of access and equity. Educational Policy, 12
(6), 634-658.
This article provides a critical examination of current knowledge
about immigrant experiences in U.S. colleges and universities. It
covers such issues as access to education, college admission inequities
and academic support of non-native English speakers.
Harklau, L. (2003, October). Generation 1.5 students and
college writing. ERIC Clearinghouse on Languages and Linguistics,
ED482491. Retrieved March 13, 2006, from the ERIC Digest Web
site: http://www.ericdigests.org/2004-4/writing.htm
The article describes characteristics of generation 1.5 students
– those who enter college while in the process of learning
English. Suggestions concerning the particularities of these students’
placement and writing instruction are also offered.
Harklau, L., Losey, M. K., & Siegal, M. (Eds.). (1999).
Generation 1.5 meets college
composition: Issues in the teaching of writing to U.S. –
educated learners of ESL. New Jersey: Lawrence Erlbaum Associates.
This research-based book addresses major issues in the college writing
instruction of generation 1.5 U.S. high-school graduates who enter
college while in the process of learning English. What linguistic
and cultural backgrounds these students have and what instructional
programs would best serve their needs are just some of the topics
considered in the book.
Kroll, B. (Ed.). (2003). Exploring the dynamics of second
language writing. New York:
Cambridge University Press.
The book is a collection of thirteen articles that discuss key topics
in the area of teaching academic writing to non-native speakers.
Some of these topics are: research on second language writing, acquisition
of English writing skills by non-native speakers; second language
writing in relation to other disciplines; and the role of computer
in learning second language writing.
Lea, M. R., & Street, B. V. (1998, June). Student writing
in higher education: An academic literacies approach. Studies
in Higher Education, 23 (2), 157 – 173. Retrieved
March 8, 2006, from EBSCOhost Academic Search Premier database.
The article proposes a new framework for understanding student writing
in higher education, one that takes in account issues of identity
as well as the institutional relationships of power and authority
that characterize student writing practices.
Pfingstang, N. Newcomers in first-year composition: Teaching
writing to ESL students. The Longwood Guide to Writing,
259 – 265. Retrieved March 13, 2006, from: http://occawlonline.pearsoned.com/bookbind/pubbooks/lunsford_ab/
chapter98/medialib/pdf/T&PNewcomers.pdf
The article discusses the role of one’s native language and
culture in second language learning, and identifies instructional
strategies, such as one-on-one conferences and portfolio assessment,
that have been proven to benefit non-native English students.
Ward, M. (1997, September 26). Myths about college English
as a second language. The Chronicle of Higher Education,
XLIV, B7 – B11.
The article uses CUNY statistics and SLA research to prove that
college ESL students are distinct from remedial students. It calls
for more diverse measures of college ESL writers’ English
proficiency than the impromptu writing assessment test.
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