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• W2145452787 abstract "______________________ The purpose of this essay is to complicate the current terms used to describe students who are immigrant U.S. high school graduates still in the process of acquiring English but who are placed into mainstream college composition classes. Beginning with a brief description of the growing presence of this group of students, this author argues that terms such as “Generation 1.5” do not accurately reflect the diversity of such students’ experiences. As a solution, this author suggests that alternative terms be used to describe students who belong to Generation 1.5 but who enroll in mainstream composition classes, rather than ESL classes. As a way to educate mainstream composition instructors, this essay also describes some of the principles of second language acquisition as a prelude to outlining the most salient characteristics of cross-over students, including the ways in which Generation 1.5 students who cross over are different from their international ESL peers. While the essay is written for mainstream instructors, other educators who are unfamiliar with this group will also benefit from this author’s description of what it means to be a cross-over student in today’s American universities. _______________________ I am the new generation of my parents. I will have different ideas to live my life. I will have to separating myself and to show them that I am different. I am the new generation [. . . ] Entering a new community, yes, it is hard, I found frustration all the time not knowing what to do. --Excerpt from Nhat Huynh’s Freshman English Placement Exam Essay, based on a writing prompt from “Crossing” in New Worlds of Literature Nhat (a pseudonym) is just one of many students who represent the “new generation” of college students who are placed into and enroll in mainstream college composition courses, despite the fact that their writing may contain features consistent with English as a Second Language (ESL) writing. Typically, these students are placed into mainstream composition classes merely because they are graduates of U.S. high schools and meet the requisite SAT or ACT scores and/or other placement standards for mainstream composition classes. While it is nearly impossible to know just how many entering college students belong to this new generation (because college applications do not typically ask for information about language use from U.S.- educated students), there is ample evidence that suggests this population is growing rapidly. According to Fix and Passel (2003), “[d]uring the 1990s more than 14 million immigrants entered the United States; [. . . ] and children of immigrants are now 1 in 5 students grades K-12”" @default.
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• W2145452787 title "COMING TO TERMS: GENERATION 1.5 STUDENTS IN MAINSTREAM COMPOSITION" @default.
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