Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students.

Introduction
Generation 1.5 ten years later
Frameworks for understanding Generation 1.5
Approaching Generation 1.5 through immigrant studies and socio-political/socio-economic frameworks
Language minorities in higher education-What we (don't) know
The complex linguistic situation of Generation 1.5 students
The Erasure of Resident ESL Writers
Generation 1.5 student characteristics and schooling paths
Generation 1.5 immigrant ESL students: What experiences, characteristics and needs might they bring to our English classes?
Academic reading and writing challenges and strategies used to meet those challenges: A case of four undergraduate Generation 1.5 students
At what price success? The academic writing development of a Generation 1.5 latecomer
Generation 1.5 students and the hegemony of dominant language ideologies
Accessing academic literacy in college: Pathways of U.S.-educated English language learners
Pedagogical approaches for Generation 1.5
Pedagogical principles and practices for working with Generation 1.5
Reading/writing connections for Generation 1.5
3. Vocabulary and reading for Generation 1.5
A functional focus on language: Grammar for Generation 1.5
Socioliterate pedagogy for Generation 1.5
Charting new territory: Creating an interdepartmental writing course for Generation 1.5
Individualizing pedagogy: Working with diverse needs and goals in freshman composition for international students and Generation 1.5
Situating language and academic literacy development into a curriculum of first-year college courses for Generation 1.5
Promoting Generation 1.5 learners' academic literacy and autonomy: Pedagogical approaches from the learning center
Conclusion
Where do we go from here?
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