I know I've had "native" speakers come to learn "academic English" from our organization - which is designed to teach ESL.  Some of these people were generation 1.5 but some were African American.  I think we need to look at how the school systems are setting expectations for these groups rather than add to the ESL.  Freire emphasized the importance of encouraging the oppressed to find a language of struggle so that they can be heard and initiate change.
   
  The sad thing to me about generation 1.5 is they generally cannot read and write well in the heritage language either.  What a world of opportunity we're closing to these groups when we don't teach them how the business and academic world expects language to be presented.
  
Lynda Terrill <lterrill at cal.org> wrote:
  Hello,



The following comment, question, and suggestions are from Maria Zlateva: 



Lynda Terrill

lterrill at cal.org





******************************


ESL teachers typically notice - and diagnose - a gaping discrepancy
between the speaking and writing ability of adolescent students
(especially Generation 1.5). Students who were raised in this country
have impressive fluency but lack awareness of the conventions of
academic writing and overall academic etiquette. Those traits are hard
to reconcile with the more writing-oriented ability of adult students in a typical ESL class.

What training should ESL teachers undertake to meet both ends of the
spectrum?



Suggestions: mini-workshops on diction, register, grammar usage in
specific communities, etc.





Maria Zlateva, ESL Director CAS Writing Program, BU
and Assistant professor, English Dept., BU

236 Bay State Rd., Boston, MA 02215
tel. (617)353-2511
mariazl at bu.edu





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