Literature cited in: Harklau, L. (2011). English learners in the

advertisement
Literature cited in:
Harklau, L. (2011). English learners in the transition from high school to college.
Keynote presented at a joint meeting of SOCALLT and TexFLEC, Austin, TX.
Advisory Committee on Student Financial Assistance (2002). Empty promises: The myth
of college access in America. from
www.ed.gov/about/bdscomm/list/acsfa/emptypromises.pdf.
Alger, J. R., Chapa, J., Gudeman, R. H., Marin, P., Maruyama, G., Milem, J. F., et al.
(2000). Does diversity make a difference? Three research studies on diversity in
college classrooms. Washington, DC: American Council on Education and
American Association of University Professors.
Association of American Colleges and Universities (2002). Greater expectations: A new
vision of learning as American goes to college. National panel report.
Washington, DC: Association of American Colleges and Universities.
Association of American Colleges and Universities (2005). Liberal education outcomes:
A preliminary report on student achievement in college. Washington, DC:
Association of American Colleges and Universities.
Astin, A. W. (1993). What matters in college? Four critical years revisited. San
Francisco: Jossey-Bass.
Atwell, R. H., Melendez, S., & Wilson, R. (2004, July). Reflections on 20 years of
minorities in higher education and the ACE annual status report. Washington,
DC: American Council on Education.
Bahri, D. (2004). Terms of engagement: Postcolonialism, transnationalism, and
composition studies. In A. A. Lunsford & L. Ouzgane (Eds.), Crossing
borderlands: Composition and postcolonial studies (pp. 67-83). Pittsburgh:
University of Pittsburgh Press.
Bartolomâe, L. I. (1998). The misteaching of academic discourses : the politics of
language in the classroom. Boulder, CO: Westview Press.
Beason, L. (2001). Ethos and error: How business people react to errors. College
Composition and Communication, 53(1), 33-64.
Benz, C. (2002). Generation 1.5 in college: Challenges and responses. Sunshine State
TESOL Journal.
Birdsong, D. (2005). Nativelikeness and non-nativelikeness in L2A research. IRAL:
International Review of Applied Linguistics in Language Teaching, 43(4), 319328.
Bunch, G. C., & Panyotova, D. (2006). From high school to community college:
Language testing, placement policies, and access to higher education. Paper
presented at the annual meeting of the University of California Linguistic
Minority Research Institute.
Bureau of Labor Statistics (2004). Tomorrow's jobs. Occupational Outlook Handbook,
2004-5 Edition (No. Bulletin 2540). Washington, DC: U.S. Department of Labor.
Byrd, P., & Nelson, G. (1995). NNS performance on writing proficiency exams: Focus
on students who failed. Journal of Second Language Writing, 4(3), 273-285.
Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to
learn. American Educational Research Journal, 42(2), 305-328.
Capps, R., Fix, M., Murray, J., Ost, J., Passel, J. S., & Herwantoro, S. (2005). The new
demography of America's schools: Immigration and the No Child Left Behind Act.
Washington, DC: The Urban Institute.
Carson, J. G. (2000). A task analysis of reading and writing in academic contexts. In D.
Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 readingwriting connections (pp. 48-83). Ann Arbor, Michigan: University of Michigan
Press.
Carson, J. G., Chase, N. D., Gibson, S. U., & Hargrove, M. F. (1992). Literacy demands
of the undergraduate curriculum. Reading Research and Instruction, 31(4), 25-50.
College Board (2005). The impact of demographic changes on higher education.
Summary of conference discussions. Washington, DC: College Board.
College Board (2011). 2010 College-bound seniors. Total group profile report. New
York: College Board.
Cook, V. J. (2003). Effects of the second language on the first. Buffalo: Multilingual
Matters.
Cummins, J. (1997). Minority status and schooling in Canada. Anthropology and
Education Quarterly, 28(3), 411-430.
Davidson, A. L. (1996). Making and molding identity in schools: Student narratives on
race, gender, and academic engagement. Albany, NY: State University of New
York Press.
de Milliano, I., van Gelderen, A., & Sleegers, P. (2011). Motivation for literacy learning
of at-risk adolescents: Longitudinal development of attitudes and on-task
behavior. Paper presented at the American Association for Applied Linguistics.
Education Trust (2003, Winter). A new core curriculum for all: Aiming high for other
people's children. Thinking K-16, 7, 1-29.
Erikson, E. H. (1956). The problem of ego identity. Journal of the American
Psychoanalytic Association, 4, 56-121.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: W.W. Norton & Company.
Fleischman, P. J., Hopstock, M. P. P., & Shelley, B. E. (2010). Highlights from PISA
2009: Performance of U.S. 15-year-old students in reading, mathematics, and
science literacy in an international context. Washington, DC: National Center for
Educational Statistics.
Fry, R. (2004). Latino youth finishing college: The role of selective pathways.
Washington, DC: Pew Hispanic Center.
Fu, D. (1995). My trouble is my English: Asian students and the American dream.
Portsmouth, NH: Boynton/Cook : Heinemann.
Gándara, P., with Maxwell-Jolly, J., (1999). Priming the pump: Strategies for increasing
the achievement of underrepresented minority undergraduates. New York:
College Board.
Gándara, P. C. (1995). Over the ivy walls: The educational mobility of low-income
Chicanos. Albany, New York: State University of New York Press.
García, O. (1999). Educating Latino high school students with little formal schooling. In
C. Faltis & P. Wolfe (Eds.), So much to say: Adolescents, bilingualism, and ESL
in the secondary school (pp. 61-82). New York: Teachers College Press.
Gladieux, L. E. (2004). Low-income students and the affordability of higher education. In
R. D. Kahlenberg & Century Foundation. (Eds.), America's untapped resource:
Low-income students in higher education (pp. 17-57). New York: Century
Foundation Press.
Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education:
Theory and impact on educational outcome. Harvard Educational Review, 72(3).
Harklau, L. (1994). Tracking and linguistic minority students: Consequences of ability
grouping for second language learners. Linguistics and Education, 6, 221-248.
Harklau, L. (1998). Newcomers in U.S. higher education: Issues of access and equity.
Educational Policy, 12(6), 634-658.
Harklau, L., & Pinnow, R. (2008). Adolescent second language writing. In L.
Christenbury, R. Bomer & P. Smagorinsky (Eds.), Handbook of adolescent
literacy research (pp. 126-139). New York: Guilford Press.
Harvey, W. B., & Anderson, E. L. (2003/2004). Minorities in higher education: Twentyfirst annual status report. Washington, DC: American Council on Education.
Hayes-Bautista, D. E., Schink, W. O., & Chapa, J. (1988). The burden of support: Young
Latinos in an aging society. Stanford, CA: Stanford University Press.
Heath, S. B. (1996). The sense of being literate: Historical and cross-cultural features. In
R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of Reading
Research. Volume 2 (pp. 3-25). Mahwah, NJ: Lawrence Erlbaum Associates.
Johns, A. M. (2002). Genre in the classroom: Multiple perspectives. Mahwah, NJ:
Lawrence Erlbaum.
Judy, S. (1979). Composition and rhetoric in American secondary schools, 1840-1900.
English Journal, 68(4), 34-39.
Kanno, Y., & Varghese, M. M. (2010). Immigrant and refugee ESL students' challenges
to accessing four-year college education: From language policy to educational
policy. Journal of Language, Identity, and Education, 9, 310-328.
Kiang, P. N.-c. (1993). Stratification of public higher education. In L. A. Revilla, G. M.
Nomura, S. Wong & S. Hune (Eds.), Bearing dreams, shaping visions: Asian
Pacific American perspectives (pp. 233-245). Pullman, Washington: Washington
State University Press.
Kiang, P. N.-c. (1995). Bicultural strengths and struggles of Southeast Asian Americans
in school. In A. Darder (Ed.), Culture and difference: Critical perspectives on the
bicultural experience in the United States (pp. 201-225). Westport, Connecticut:
Bergin & Garvey.
Kirsch, I., Braun, H., Yamamoto, K., & Sum, A. (2007). America's perfect storm: Three
forces changing our nation's future. Princeton, NJ: Educational Testing Service.
Kirst, M. W., & Venezia, A. (2004). From high school to college: Improving
opportunities for success in postsecondary education. San Francisco, CA: JosseyBass.
Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager
writing on the internet. TESOL Quarterly, 34, 457-482.
Lam, W. S. E. (2004). Second Language Socialization in a bilingual chat room: Global
and local considerations. Language Learning and Technology, 8(3), 44-65.
Lee, S. J. (1997). The road to college: Hmong American women's pursuit of higher
education. Harvard Educational Review, 67(4), 803-827.
Lee, S. J. (2001). More than 'model minorities' or 'deliquents': A look at Hmong
American high school students. Harvard Educational Review, 71(3), 505-528.
Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of
academic literacy development. New York: Lawrence Erlbaum Associates.
Leonhardt, D. (2005, May 14, 2005). A closer look at income mobility. New York Times.
Louie, V. (2001). Parents' aspirations and investment: The role of social class in the
educational experiences of 1.5 and second generation Chinese Americans.
Harvard Educational Review, 71(3), 438-474.
Louie, V. (2009). A look at the 1.5 generation from an international migration
framework. In M. M. Roberge, M. Siegal & L. Harklau (Eds.), Generation 1.5 in
college composition: Teaching academic writing to U.S.-educated learners of
ESL. Mahwah, NJ: Lawrence Erlbaum.
Matsuda, P. K. (1999). Composition studies and ESL writing: A disciplinary division of
labor. College Composition and Communication, 50(4), 699-721.
Mayer, A. (forthcoming). Promoting the development of high achieving English learners:
The experiences of International Baccalaureate Diploma Program participants at
an urban high school. In Y. Kanno & L. Harklau (Eds.), Immigrant Linguistic
Minority Students’ College Going Experiences. New York: Routledge.
Mehan, H., Hubbard, L., & Villanueva, I. (1994). Forming academic identities:
Accommodation without assimilation among involuntary minorities.
Anthropology and Education Quarterly, 25(2), 91-117.
Meltzer, J., & Hamann, E. T. (2004). Meeting the literacy development needs of
adolescent English language learners through content area learning. Part One:
Focus on motivation and achievement. Providence, RI: Education Alliance for
Equity in the Nation's Schools. Northeast and Islands Regional Educational Lab at
Brown University.
Moje, E. B., Young, J. P., Readance, J. E., & Moore, D. W. (2000). Reinventing
adolescent literacy for new times: Perennial and millennial issues. Journal of
Adolescent & Adult Literacy, 43(5), 400-410.
Ngo, B. (2002). Contesting "culture": The perspectives of Hmong American female
students on early marriage. Anthropology and Education Quarterly, 33(2), 163188.
Orellana, M. F. (2001). The work kids do: Mexican and Central American immigrant
children's contributions to households and schools in California. Harvard
Educational Review, 71(3), online.
Orfield, G. (1992). Money, equity, and college access. Harvard Educational Review,
62(3), 337-372.
Ortmeier-Hooper, C., & Enright, K. A. (Eds.)(in press). Mapping new territory:
Adolescent L2 writers. Journal of Second Language Writing.
Osajima, K. (1993). The hidden injuries of race. In L. A. Revilla, G. M. Nomura, S.
Wong & S. Hune (Eds.), Bearing dreams, shaping visions: Asian Pacific
American perspectives (pp. 81-92). Pullman, Washington: Washington State
University Press.
Patthey-Chavez, G. G., Thomas-Spiegel, J., & Dillon, P. (1998). Tracking outcomes for
community college students with different writing instruction histories. Paper
presented at the California Association for Institutional Research, San Diego, CA.
Patthey-Chavez, G. G., Thomas-Spiegel, J., & Dillon, P. H. (forthcoming). Tracking
Generation 1.5 students through community college writing instruction. In M. M.
Roberge, M. Siegal & L. Harklau (Eds.), Generation 1.5 in college composition:
Teaching academic writing to U.S.-educated learners of ESL. Mahwah, NJ:
Lawrence Erlbaum.
Portes, A., Fernandez-Kelly, P., & Haller, W. (2005). Segmented assimilation on the
ground: The new second generation in early adulthood. Ethnic and Racial Studies,
28(6), 1000-1040.
Portes, P. R. (1999). Social and psychological factors in the academic achievement of
children of immigrants: a cultural history puzzle. American Educational Research
Journal, 36(3), 489-507.
Rendón, L. I. (1992). From the barrio to the academy: Revelations of a Mexican
American "Scholarship Girl". In L. S. Zwerling & H. B. London (Eds.), Firstgeneration students: Confronting the cultural issues (pp. 55-64). San Francisco:
Jossey-Bass.
Reppen, R., Fitzmaurice, S. M., & Biber, D. (2002). Using corpora to explore linguistic
variation. Amsterdam ; Philadelphia: J. Benjamins.
Reynolds, D. W. (2002). Learning to make things happen in different ways: Causality in
the writing of middle-grade English language learners. Journal of Second
Language Writing, 11, 311-328.
Rong, X. L., & Brown, F. (2001). The effects of immigrant generation and ethnicity on
educational attainment among young African and Caribbean Blacks in the United
States. Harvard Educational Review, 71(3).
Rose, M. (1985). The language of exclusion: Writing instruction at the university.
College English, 47(4), 341-359.
Sacks, P. (2007). Tearing down the gates: Confronting the class divide in American
education. Berkeley: University of California Press.
Scarcella, R. (2003). Academic English: A conceptual framework (Technical Report
2003-1). Santa Barbara, CA: University of California Linguistic Minority
Research Institute.
Silva, T., & Nicholls, J. G. (1993). College students as writing theorists: Goals and
beliefs about the causes of success. Contemporary Educational Psychology, 18,
281-293.
Simpson, M. L. (1996). Conducting reality checks to improve students' strategic learning.
Journal of Adolescent & Adult Literacy, 40(2), 102-109.
Smith, D. G., & Wolf-Wendell, L. E. (2005). The challenge of diversity: Involvement or
alienation in the academy? ASHE Higher Education Report. (New edition-originally released in 1989 ed. Vol. 31:1). Hoboken, NJ: Wiley.
Smoke, T. (2001). Mainstreaming writing: What does this mean for ESL students? In G.
McNenny with S. H. Fitzgerald (Eds.), Mainstreaming basic writers: Politics and
pedagogies of access (pp. 193-214). Mahwah, New Jersey: Lawrence Erlbaum
Associates.
Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin
support networks of U.S.-Mexican youth. New York: Teachers College Press.
Swaminathan, R., & Alfred, M. V. (2001/2002). Strangers in the mirror: Immigrant
students in the higher education classroom. Adult Learning, 12/13(4/1), 29-32.
Swanson, C. B. (2008). Cities in crisis: A special analytic report on high school
graduation. Bethesda, MD: Editorial Projects in Education Research Center.
Tierney, W. G. (1993). The college experience of native Americans: A critical analysis.
In L. Weis & M. Fine (Eds.), Beyond silenced voices: Class, race, and gender in
United States schools (pp. 309-323). Albany, New York: State University of New
York Press.
U.S. Department of Education (2006). A test of leadership. Charting the future of U.S.
higher education. Washington, DC: U.S. Department of Education.
U.S. Department of Education. Office of Civil Rights (2003, March). Race-neutral
alternatives in postsecondary education: Innovative approaches to diversity.
Washington, DC: U.S. Department of Education.
Valdés, G. (1992). Bilingual minorities and language issues in writing. Written
Communication, 9(1), 85-136.
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of
caring. Albany: State University of New York Press.
Weingartner, R. H. (1992). Undergraduate education: Goals and means. New York:
American Council on Education and Macmillan Publishing.
Weinstein, S. (2002). The writing on the wall: Attending to self-motivated student
literacies. English Education, 35(1), 21-45.
Western Interstate Commission for Higher Education (2004). Knocking at the college
door. 2003. Boulder, CO: Western Interstate Commission for Higher Education.
White, E. M. (1995). The importance of placement and basic studies: Helping students
succeed under the new elitism. Journal of Basic Writing, 14(2), 75-84.
Williams, J. (1995). ESL composition program administration in the United States.
Journal of Second Language Writing, 4(2), 157-177.
Zhou, M., & Bankston-III, C. L. (1994). Social capital and the adaptation of the second
generation: The case of Vietnamese youth in New Orleans. International
Migration Review, 28(4), 821-845.
Zimmerman, B. J., & Risemberg, R. (1994). Investigating self-regulatory processes and
perceptions of self-efficacy in writing by college students. In P. R. Pintrich, D. R.
Brown & C. E. Weinstein (Eds.), Student motivation, cognition, and learning:
Essays in honor of Wilbert J. McKeachie (pp. 239-256). Hillsdale, NJ: Lawrence
Erlbaum.
Download