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.
Chapter 1: Introduction: Paying Attention to Resident Multilingual Students
Part I: Multilingual Writers in High Schools
Chapter 2: Opportunity Gaps: Curricular Discontinuities across ESL, Mainstream, and College English
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
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
Chapter 8: Literacy Sponsorship in Upward Bound: The Impact of (De)segregation and Peer Dynamics
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
Chapter 11: Immigrant Mosaics: Advancing Multilingual Education in Canadian Post-Secondary Settings
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
Chapter 13: Re-envisioning Faculty Development when Multilingualism is the New Norm: Conversations on First-Year Writing at a Hispanic Serving University
Chapter 14: Transitional Access and Integrated Complexity: Interconnecting People, Research, and Media for Transitional Writing Students
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
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.