There is an increasing amount of research and discussion about the characteristics and learning needs of “Generation 1.5.” These learners share characteristics of both first‐ and second‐generation immigrants; they have grown up and been educated in the United States, but live in homes where English is not the primary language. They often have considereable fluency in social English but less fluency in academic language.
To date, most research focused on the Generation 1.5 population has considered college and adult levels. However, the needs of Generation 1.5 high school students must be considered in light of how curriculum, learning strategies, and teaching strategies affect their literacy development. This article presents recommendations as a framework through which to develop a high school literacy program that meets the needs of the Generation 1.5 population. The nine recommendations are categorized within three areas of focus: curriculum centered, learner centered, and educator centered.
English language development classes focus on teaching students of other languages how to speak, read, and write English. They must also prepare students to meet the many standards and requirements that are prerequisites to content classes, such as geography, and high school graduation. This discussion focuses on the integration of literacy and geography in a classroom with English language learners. A common English language development model, the "Into, Through, Beyond model of learning, sets a foundation that integrates components of English language acquisition with language arts and geography standards. In turn, this approach to learning prepares the learners for success in social and academic arenas.
Scott Forrest is a teacher at Escondido HighSchool in Southern California. He teaches English language development and loth grade college prep English. Although these classes focus on English, he incorporates geographic education in all of his courses. Additionally, he is a graduate student at San Diego State University, earning an M.A. in policy studies in languages and cross cultural education.
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