1st Edition

Linguistically Diverse Immigrant and Resident Writers Transitions from High School to College

Edited By Christina Ortmeier-Hooper, Todd Ruecker Copyright 2017
    264 Pages 6 B/W Illustrations
    by Routledge

    264 Pages 6 B/W Illustrations
    by Routledge

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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.

    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



    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.