Abstract

In this essay, I present three case studies of immigrant, first-year students, as they negotiate their identities as second language writers in mainstream composition classrooms. I argue that such terms as “ESL” and “Generation 1.5” are often problematic for students and mask a wide range of student experiences and expectations.

Journal
College Composition and Communication
Published
2008-02-01
DOI
10.58680/ccc20086405
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