A Researcher and a Practitioner's Perception of Generation 1.5 vs. International ESOL Students in College Writing Courses -Same View, Different Lens

Authors

  • Eileen N. Ariza
  • Alexis O. Miranda

Abstract

Many might assume that English language learners who are originally from other countries, but are raised in the United States and graduate from American high schools (Generation 1.5) would fare better academically than English learners who graduate from high schools abroad and then migrate to the United States after graduation. However, as we demonstrate, this is not always the case. Through the perspectives of an ESOL teacher who interacts with students, and a quantitative researcher who measures students' performance, this paper discusses success in college-level ESOL writing courses, the influence of acculturation through living in the US, and the quality and significance of prior secondary academic preparation in the home language. The ESOL classroom teachers' years of practical experience complement and clarify the findings of researchers, and present a more accurate picture of English learners and their authentic production of written English.

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