As college classrooms have become more linguistically diverse, ESOL professionals and faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. This book responds to these issues a
As college classrooms have become more linguistically diverse, ESOL professionals and faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. This book responds to these issues a
Contents: Preface. Part I: Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers.V. Zamel, Strangers in Academia: The Experiences of Faculty and ESOL Students Across the Curriculum. R. Spack, The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study, Updated. M.S. Sternglass, "It Became Easier Over Time": A Case Study of the Relationship Between Writing, Learning, and the Creation of Knowledge. T. Smoke, Lessons From Ming: Helping Students Use Writing to Learn. E. Kutz, From Outsider to Insider: Studying Academic Discourse Communities Across the Curriculum. Part II: Learning Across the Curriculum: Through Students' Eyes.M. Muñoz, Martha's Reflections on Learning Across the Curriculum. M. Kainose, Motoko's Reflections on Learning Across the Curriculum. Part III: Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum.T. Sieber, Excelling in the Critical Study of Culture: The Multilingual-Multicultural Student Advantage. S.M. Fishman, L. McCarthy, When Writing-to-Learn Is Not Enough. K.B. Alster, Writing in Nursing Education and Nursing Practice. R. Srikanth, The Soil Under the Gravel: ESOL Learners and Writing About Literature. E. Disch, "Still Cannot Solve It": Engaging ESOL Students in the Classroom Conversation. P.N-C. Kiang, Voicing Names and Naming Voices: Pedagogy and Persistence in an Asian American Studies Classroom.
Contents: Preface. Part I: Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers.V. Zamel, Strangers in Academia: The Experiences of Faculty and ESOL Students Across the Curriculum. R. Spack, The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study, Updated. M.S. Sternglass, "It Became Easier Over Time": A Case Study of the Relationship Between Writing, Learning, and the Creation of Knowledge. T. Smoke, Lessons From Ming: Helping Students Use Writing to Learn. E. Kutz, From Outsider to Insider: Studying Academic Discourse Communities Across the Curriculum. Part II: Learning Across the Curriculum: Through Students' Eyes.M. Muñoz, Martha's Reflections on Learning Across the Curriculum. M. Kainose, Motoko's Reflections on Learning Across the Curriculum. Part III: Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum.T. Sieber, Excelling in the Critical Study of Culture: The Multilingual-Multicultural Student Advantage. S.M. Fishman, L. McCarthy, When Writing-to-Learn Is Not Enough. K.B. Alster, Writing in Nursing Education and Nursing Practice. R. Srikanth, The Soil Under the Gravel: ESOL Learners and Writing About Literature. E. Disch, "Still Cannot Solve It": Engaging ESOL Students in the Classroom Conversation. P.N-C. Kiang, Voicing Names and Naming Voices: Pedagogy and Persistence in an Asian American Studies Classroom.
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