Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College, 1st Edition (Paperback) book cover

Linguistically Diverse Immigrant and Resident Writers

Transitions from High School to College, 1st Edition

Edited by Christina Ortmeier-Hooper, Todd Ruecker


250 pages | 6 B/W Illus.

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Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.

Table of Contents

Chapter 1: Introduction: Paying Attention to Resident Multilingual Students

Christina Ortmeier-Hooper

Todd Tuecker

Part I: Multilingual Writers in High Schools

Chapter 2: Opportunity Gaps: Curricular Discontinuities across ESL, Mainstream, and College English

Betsy Gilliland

Chapter 3: The Common Core State Standards and Implications for Writing Instruction and Assessment for English Language Learners

Luciana C. de Oliveira

Chapter 4: Resident Multilingual Writers across a Secondary Curriculum: Toward a Postmethod Approach

Sarah Henderson Lee

Chapter 5: The Role of Social Networks and Social Support in the Reading, Writing, and College Planning of Multilingual Urban Adolescents

Jennifer Shade Wilson

Chapter 6: "I Don’t Want to Be Special:" English Language Learners in Rural and Small Town High Schools

Todd Ruecker

Part II: Transition and Disruption: Sponsors, Programs, Politics, and Policies

Chapter 7: Promises and Limitations of Literacy Sponsors in Residential Multilingual Youths’ Transitions to Post-Secondary Schooling

Amanda Kibler

Chapter 8: Literacy Sponsorship in Upward Bound: The Impact of (De)segregation and Peer Dynamics

Shauna Wight

Chapter 9: Digital DREAMS: The Rhetorical Power of Online Resources for DREAM Act Activists

Genevieve Garcia de Mueller

Chapter 10: Bengali-speaking Multilingual Writers in Transition into Community College

Ruhma Choudhury

Leigh Garrison-Fletcher

Chapter 11: Immigrant Mosaics: Advancing Multilingual Education in Canadian Post-Secondary Settings

Julia Kiernan

Part III: Resident Multilinguals in First-year Composition: Reimagining Faculty Development, Curriculum, and Administration

Chapter 12: When the First Language You Use is Not English: Challenges of Language Minority College Composition Students

Patti Wojahn

Beth Brunk-Chavez

Kate Mangelsdorf

Mais Al-Khateeb

Karen Tellez-Trujillo

Laurie Churchill

Cathilia Flores


Chapter 13: Re-envisioning Faculty Development when Multilingualism is the New Norm: Conversations on First-Year Writing at a Hispanic Serving University

Kimberly Harrison

Chapter 14: Transitional Access and Integrated Complexity: Interconnecting People, Research, and Media for Transitional Writing Students

Randall Monty

Karen Holt

Colin Charlton

Chapter 15: Teaching Multilingualism, Teaching Identification: Embracing Resident Multilingualism as a Curricular Paradigm

Tarez Samra Graban

Chapter 16: Internationalization and the Place of Resident ML Students: Identifying Points of Leverage and Advocacy

Christina Ortmeier-Hooper

Dana Ferris

Richard Lizotte

Patricia Portanova

Margi Wald


About the Editors

Christina Ortmeier-Hooper is an Associate Professor of English at the University of New Hampshire, USA.

Todd Ruecker is an Assistant Professor of English at the University of New Mexico, USA.

About the Series

ESL & Applied Linguistics Professional Series

This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.

Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.

The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.

Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
FOREIGN LANGUAGE STUDY / English as a Second Language