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Drawing on participants’ memories, the study identifies shared patterns indicating that linguistically diverse students can be unintentionally subjected to marginalizing interactions with educators and classmates. Findings lead to three practical, US-education oriented recommendations aimed at enabling social change, fostering critical multiculturalism, and legitimizing minority experiences and voices.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/biliterate-voices-of-hmong-generation-15-college-women-suspended-between-languages-in-the-us-educational-experience/597912/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/biliterate-voices-of-hmong-generation-15-college-women-suspended-between-languages-in-the-us-educational-experience/597912.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study about Hmong college women?","Question",{"text":112,"@type":113},"The study examines the challenges and experiences related to language and literacy development faced by Hmong Generation 1.5 women in the US educational system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the author collect the study data?",{"text":117,"@type":113},"Data comes from participants’ memories of their lifelong language-and-literacy development experiences, gathered through self-reflection, journaling, group discussion, and one-on-one interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What marginalizing experiences does the study suggest multilingual students may face?",{"text":121,"@type":113},"It suggests linguistically diverse students may be inadvertently subjected to marginalizing interactions with both educators and classmates.",{"name":123,"@type":110,"acceptedAnswer":124},"What recommendations does the author provide for addressing critical issues in the US educational system?",{"text":125,"@type":113},"The author proposes three actions: empowering teachers as agents of social change, promoting critical multiculturalism in the classroom, and legitimizing and giving voice to minority experiences.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597912,1793102979,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","KIM HUSTER  \nNyack College, New York  \nBiliterate Voices of Hmong Generation  \n1.5 College Women: Suspended Between Languages in the US Educational Experience  \nThis narrative research study involving 13 Hmong college women reveals some of the challenges that multilingual students may face in the American educational system. Using stories told by the participants about their language-and literacy-development experiences, the author identifies commonalities in those experiences. The similarities in their stories suggest that linguistically diverse students may often be inadvertently subjected to marginalizing experiences in their interactions with both educators and classmates. The author offers 3 positive suggestions for addressing critical issues in the US educational system: establishing and equipping the teacher as an agent for social change, promoting critical multiculturalism in the classroom, and legitimizing and giving voice to the minority experience.  \nIntroduction  \nesearch abounds regarding the challenges that multilingual writers face  \nRin collegesthat institutandions uhnivaveersitimpielseand thmentedetmano tryytodifferent typcompensateesfoofr tphreogramse chals  \nlenges. In the spring of 2010, I conducted a qualitative research study in cooperation with several Hmong female students at Simpson University in California. This study differs from many other studies related to multilingual college writers; rather than concentrating on a particular classroom situation or a group of students at a specific point in time, my research focused on a specific ethnic group and explored its members’ educational experiences over a longer period. Because of the complexity of the development of biliteracy and my desire to examine the group’s experience in a broader context, I used the participants’memories of their lifelong language-and literacy-development experiences asthe data source.  \nCollecting, recording, and analyzing the personal life experiences and stories of minority populations can be challenging because those who have lived certain experiences often do not perceive themselves as possessing valuable information. As noted by Norton (in Nunan & Choi, 2010), people often consider their own experiences and personal histories to be insignificant, espe-  \n34 • The CATESOL Journal 24.1 • 2012/2013  \ncially people who “have few material resources and a history of inequity”(p. xi). Thus, the study presented here sought to facilitate a narrowly defined group of second language users—Hmong Generation 1.5 women at a small Christian liberal arts college in northern California—in analyzing and sharing their own bilingual and biliterate life experiences. My goal as a researcher was to provide the women in the study with a safe environment and with the support that they needed to recall and reflect on their language and literacy experiences individually, through self-reflection, journaling, group discussion, and one-on-one interviews, and collectively through interaction and group discussions. I hoped that in addition to adding to the research bank on linguistically diverse students in the US, one of the outcomes ofthis process of remembering and comparing the experiences would result in legitimizing and raising the significance of these experiences for the participants themselves.  \nResearch Participants and Context  \nThis section will provide a brief background of the Hmong population at Simpson University, a general description of the group of women who participated in this project, and an explanation of the reason for limiting the study to women only.  \nWhen I started teaching freshman composition at Simpson University, I was aware of the research on linguistically diverse students, which indicates that students from homes where English is not the primary language for communication tend to have different writing and grammatical patterns from other types of students. However, I was still unprepared for the variations in the writin","cbCaitRit9gYtj3D","https://ap.wps.com/l/cbCaitRit9gYtj3D","pdf",596536,25,"English","# Introduction\n## Research Participants and Context","[{\"question\":\"What is the focus of the study about Hmong college women?\",\"answer\":\"The study examines the challenges and experiences related to language and literacy development faced by Hmong Generation 1.5 women in the US educational system.\"},{\"question\":\"How does the author collect the study data?\",\"answer\":\"Data comes from participants’ memories of their lifelong language-and-literacy development experiences, gathered through self-reflection, journaling, group discussion, and one-on-one interviews.\"},{\"question\":\"What marginalizing experiences does the study suggest multilingual students may face?\",\"answer\":\"It suggests linguistically diverse students may be inadvertently subjected to marginalizing interactions with both educators and classmates.\"},{\"question\":\"What recommendations does the author provide for addressing critical issues in the US educational system?\",\"answer\":\"The author proposes three actions: empowering teachers as agents of social change, promoting critical multiculturalism in the classroom, and legitimizing and giving voice to minority experiences.\"}]","Biliterate Voices of Hmong Generation 1.5 College Women - Suspended Between Languages in the US Educational Experience | PDF",1792085941,63]