The academic writing development of a generation 1.5 "latecomer"

Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL

Volumn , Issue , 2009, Pages 91-104

  Frodesen, Jan ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

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[No Author keywords available]

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EID: 84917727112     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203885697     Document Type: Chapter

References (15)

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10. McKay, S.L. & Wong, C.S. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-608.
11. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: The New Press.
12. Peirce, B.N. (1995). Social identity, investment and language learning. TESOL Quarterly, 29(1), 9-31.
13. Scarcella, R. (2003). Academic English: A conceptual framework. University of California Linguistic Minority Research Institute Technical Report 2003-1, Santa Barbara, CA.
14. Valdés, G. (1992). Bilingual minorities and language issues in writing: Toward professionwide responses to a new challenge. Written Communication, 9(1), 85-136.
15. Yorio, C. (1989). Idiomaticity as an indicator of second language proficiency. In K. Hyltenstam & L.K. Obler (Eds.), Bilingualism across a lifespan: Aspects of acquisition, maturity and loss (pp. 55-72). Cambridge, UK: Cambridge University Press.