ESL readers and writers in higher education : understanding challenges, providing support
著者
書誌事項
ESL readers and writers in higher education : understanding challenges, providing support
(ESL and applied linguistics professional series)
Routledge, 2015
- : hbk
- : pbk
大学図書館所蔵 全11件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
ESL Readers and Writers in Higher Education describes the challenges ESL students in U.S. postsecondary institutions face when studying in a second language, and offers suggestions for how teachers, advisors, tutors, and institutions might provide support that meets the reading and writing needs of this very important student population.
Because the ESL profession as a whole, including what professionals are doing in the classroom, sits under the umbrella of an institutional response to a language-related challenge, some solutions aimed at helping students achieve optimal proficiency lie outside of the classroom. As such, this book is based on the assertion that language development support is not the sole responsibility of language teachers. Everyone on campuses that hosts ESL students bears some responsibility for these students' language development. Chapters are therefore, intentionally adapted to appeal to a wide variety of readers from classroom teachers, and teachers in training, to admissions officers, academic advisors, and international student advisors.
目次
- CONTENTS Preface Acknowledgements Part I: Understanding Challenges Chapter 1: Understanding Challenges, Providing Support ESL Readers and Writers in Higher Education Norman W. Evans, Brigham Young University & Maureen Snow Andrade, Utah Valley University Chapter 2: Perceptions and Realities of ESL Students in Higher Education: An Overview of Institutional Practices Maureen Snow Andrade, Utah Valley University
- Norman W. Evans, Brigham Young University
- K. James Hartshorn, Brigham Young University Chapter 3: Focusing on the Challenges: Institutional Language Planning William G. Eggington, Brigham Young University Chapter 4: Writing Centers: Finding a Center for ESL Writers Lucie Moussu, University of Alberta, Edmonton & Nicholas David, Divine Word College Chapter 5: Writing Instruction for Matriculated International Students: A Lived Case Study Tony Silva, Purdue University Chapter 6: Familiar Strangers: International Students in the U.S. Composition Course Elena Lawrick, Reading Area Community College & Fatima Esseili, University of Dayton Chapter 7: Academic Reading Expectations and Challenges Neil J Anderson, Brigham Young University - Hawaii Part II: Providing Support Chapter 8: Developing Self-Regulated Learners: Helping Students Meet Challenges Maureen Snow Andrade, Utah Valley University, Norman W. Evans, Brigham Young University Chapter 9: The Research-Instruction Cycle in Second Language Reading William Grabe, Northern Arizona University & Xiangying Jiang, West Virginia University Chapter 10: Supporting Multilingual Writers through the Challenges of Academic Literacy: Principles of English for Academic Purposes and Composition Instruction Dana Ferris, University of California Davis Chapter 11: Assisting ESP Students in Reading and Writing Disciplinary Genres Fredricka L. Stoller, Northern Arizona University & Marin S. Robinson, Northern Arizona University Chapter 12: Corpus-Based Vocabulary Support for University Reading and Writing Mark Davies, Brigham Young University & Dee Gardner, Brigham Young University Chapter 13: When Everything's Right, but It's Still Wrong: Cultural Influences on Written Discourse William G. Eggington, Brigham Young University Chapter 14: Using Technology to Teach ESL Readers & Writers Greg Kessler, Ohio University Chapter 15: Integrated Reading and Writing Assessment: History, Processes, and Challenges Mark Wolfersberger, Brigham Young University - Hawaii & Christine Coombe, Dubai Men's College Contributors
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