摘要：Higher education institutions in the United States are seeing steadily increasing numbers of Generation 1.5 students from long-term immigrant populations. As part of this trend, more and more Hmong young people are successfully completing graduate and undergraduate degrees; however, by their own admission, many continue to struggle with English and are often frustrated in their college experiences by ongoing language challenges. A narrative research study of 13 Hmong women at a small private liberal arts college in northern California revealed specific types of grammatical and vocabulary limitations experienced by these students. These limitations are demonstrated through samples taken from oral and written stories told by the women. The article concludes with a discussion of the possible reasons for these limitations and then suggestions for ways that teachers and students may be able to enhance the language and literacy development process for Generation 1.5 populations including the Hmo
