Generation 1.5 Learners: Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys

Elizabeth Serventy,Bill Allen

doi:10.5204/ssj.1867

Abstract

Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be “invisible” or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their “invisibility” and how L2 learning “disconnections” marred their studies. Learning disconnections comprise discrepancies and disjunctions driven by the participants’ immigration experiences, their academic needs, and their lack of connection with the teaching methods and the university-provided learning support services. Greater awareness of the distinctive features of these learners may improve their academic outcomes.

Highlights

Rumbaut and Ima (1988) first coined the “Generation 1.5” term to identify a diverse cohort of refugee youth studying English as a second language (L2) in San Diego, California in the United States
In relation to the burgeoning and ever-widening range of linguistic capital that exists in students studying in Australian universities, Harper et al (2011) discuss learner cohorts that fall outside the traditional university student binaries of domestic and international, and English-speaking and non-English speaking backgrounds
In noting that “What is known about Generation 1.5 students indicates that their academic trajectories may be different to other LBOTE [language background other than English]”, Williamson signals the need to investigate “access, progression and retention” matters

Summary

Introduction

Rumbaut and Ima (1988) first coined the “Generation 1.5” term to identify a diverse cohort of refugee youth studying English as a second language (L2) in San Diego, California in the United States. In relation to the burgeoning and ever-widening range of linguistic capital that exists in students studying in Australian universities, Harper et al (2011) discuss learner cohorts that fall outside the traditional university student binaries of domestic and international, and English-speaking and non-English speaking backgrounds. Such simplistic divisions, they argue, ignore the diverse complexities of students with different linguistic backgrounds and their developmental needs. In noting that “What is known about Generation 1.5 students indicates that their academic trajectories may be different to other LBOTE [language background other than English]”, Williamson signals the need to investigate “access, progression and retention” matters

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