Assessing the Needs of Linguistically Diverse First-Year Students: Bringing Together and Telling Apart International ESL, Resident ESL, and Monolingual Basic Writers Export

@article{citeulike:1153240, author = {Friedrich, Patricia}, citeulike-article-id = {1153240}, comment = {In a time of budgetary cutbacks that result in mainstreaming L2 students, WPAs need to differentiate between L1 basic writers, L2 immigrant students (whom some call "generation 1.5"), and L2 international students. Writing teachers—including adjuncts and TAs—need training in L2 students' needs. The composition program needs to liaise with WAC so that students aren't receiving conflicting messages. The writing center is key to successful instruction, because it can address individual needs. Offers a chart that synthesizes ESL scholarship (18-19). She references a textbook as if it were a scholarly text (31). "[T]he suggestions contained here can be better communicated to faculty through a continuous process rather than through isolated (that is, instance-based) training, and any such process needs to include to a great extent a department's adjunct faculty and teaching assistants. Because several ideas relate to a change in beliefs and attitudes, they cannot be implemented overnight" (26). }, journal = {WPA: Writing Program Administration}, keywords = {adjuncts, assessment, bw, l2, tas, wpa}, number = {1-2}, pages = {15--36}, posted-at = {2007-03-10 23:07:23}, priority = {0}, title = {Assessing the Needs of Linguistically Diverse First-Year Students: Bringing Together and Telling Apart International ESL, Resident ESL, and Monolingual Basic Writers}, volume = {30}, year = {2006} }

TY - JOUR ID - citeulike:1153240 L3 - citeulike-article-id:1153240 IS - 1-2 JF - WPA: Writing Program Administration EP - 36 TI - Assessing the Needs of Linguistically Diverse First-Year Students: Bringing Together and Telling Apart International ESL, Resident ESL, and Monolingual Basic Writers VL - 30 SP - 15 KW - adjuncts KW - assessment KW - bw KW - l2 KW - tas KW - wpa N1 - In a time of budgetary cutbacks that result in mainstreaming L2 students, WPAs need to differentiate between L1 basic writers, L2 immigrant students (whom some call "generation 1.5"), and L2 international students. Writing teachers—including adjuncts and TAs—need training in L2 students' needs. The composition program needs to liaise with WAC so that students aren't receiving conflicting messages. The writing center is key to successful instruction, because it can address individual needs. Offers a chart that synthesizes ESL scholarship (18-19). She references a textbook as if it were a scholarly text (31). "[T]he suggestions contained here can be better communicated to faculty through a continuous process rather than through isolated (that is, instance-based) training, and any such process needs to include to a great extent a department's adjunct faculty and teaching assistants. Because several ideas relate to a change in beliefs and attitudes, they cannot be implemented overnight" (26). AU - Friedrich, Patricia PY - 2006/// ER -