Accommodating generation 1.5 in the 21st century academy: new approaches to writing pedagogy

Abstract

In countries with large immigrant populations, increasing numbers of permanent resident students from multilingual backgrounds are entering higher education. In the US, these students, commonly labelled generation 1.5, may have immigrated as children, and received all or most of their schooling in the medium of English in the local school system, but may speak another language at home. Many are fluent in English conversation, and academically capable, but still have difficulties with formal academic writing. In placing these students in college writing programs, the main question is whether they should be directed into different programs for specialized tuition in grammar and writing, or whether they should be mainstreamed with other students. There are identity issues at stake; many resist being labeled as ESL, and being placed with international students because they are local residents. Neither do they identify themselves with “basic” or “remedial” writers in English. This paper summarizes the literature on this issue and evaluates pedagogical approaches and interventions that have been proposed, including some approaches that have been trialed at a small university in the US. The paper argues for a more inclusive approach that aims to improve outcomes for all students.