Assessment of Generation 1.5 Learners for Placement into College Writing Courses

Abstract

Higher education settings in the United States typically include several types of writing assessments. Since tests determining students’ placement into writing courses are often high-stakes, it is imperative for those who make placement decisions to be knowledgeable of the different types of learners entering higher education in order to make appropriate placement recommendations. This article investigates the existence of different types of second language learners in the U.S., with particular emphasis on the population currently identified as Generation 1.5. After describing several defining characteristics, I draw on results of studies identifying how these learners are different from other L2 learners. I use this exploration to highlight findings that can inform writing program administrators interested in adopting assessment procedures leading to fairer and more accurate placement of L2 students. Such findings could serve as a foundation for a writing placement framework that takes into consideration different types of learners based on their writing performance as well as cultural and educational backgrounds.