Unlike child immigrants, individuals who immigrate to the U.S. as adults do not attend U.S. K-12 schools. Adult immigrants often first experience U.S. education and language support through adult English as a Second Language (ESL). These programs have linguistic and academic goals distinct from K-12. Although some adult immigrants persist to college, researchers have not examined their transition. Furthermore, the literature that explores the experience of adult immigrant learners transitioning to college lacks a clarifying, non-deficit term to identify the group. Scholars’ failure to establish a unified term for adult immigrant students is indicative of the students’ marginalization within fields of educational scholarship and learning institutions. This article identifies limitations in the existing literature on Generation 1.5, international, and adult students. Drawing from andragogy and sociocultural theories of language acquisition, the paper adds to the academic nomenclature referring to immigrant students by introducing the term “Generation 1 learner” and a theory of Generation 1 learning. Generation 1 learners immigrated as adults and first experienced the U.S. education system in adult ESL before transitioning to college. The article concludes with suggested ways to support Generation 1 learners in basic writing and beyond .

Without offering explicit, basic instruction in writing to graduate students, we up the risks of maintaining the exclusion of the most underserved of adult learners in graduate education, and, thus, perpetuating social and racial hierarchies in professions requiring advanced degrees and in society writ large. This article highlights the ways in which graduate writing intersects with Basic Writing, especially given the politics of remediation facing adult learners in both contexts. It then analyzes one attempt to administer and teach a graduate writing course for English language learners and concludes with a catalog of administrative concerns Basic Writing teachers and administrators may want to consider when developing and teaching similar courses.

This essay argues the benefits of a critical service-learning project in which English Language Learners and developmental writing students documented the stories of Holocaust survivors for a campus-based resource center at a two-year college. The authors demonstrate the importance of designing service-learning projects that promote reciprocity and sustained collaboration among participants and stress the need to structure such projects to meet the needs of community college students.