Every way of seeing is also a way of not seeing. (Burke, 1935, p. 70)

In recent years, a growing number of teachers and researchers of college TESOL in North America have begun to pay attention to various issues surrounding a particular population of students that has come to be known as generation 1.5 students.1 The term first entered the consciousness of many TESOL and composition specialists in the late 1990s through a ground-breaking volume, Generation 1.5 Meets College Composition: Issues in the Teaching of Writing to U.S.-Educated Learners of ESL, edited by Linda Harklau, Kay M. Losey, and Meryl Siegal (1999). Within a few years, it became one of the most popular keywords among college TESOL specialists working in the United States, calling attention to the presence and needs of an increasing number of ESL students whose linguistic and educational backgrounds differed from those of international ESL students, who had long been the central focus-if not the sole focus-of college TESOL research and instruction.