A comprehensive manual for pre- and in-service ESL, EFL, and EIL educators who work with multilingual students at the secondary and postsecondary levels, this text balances insights from reading theory and research with highly practical, field-tested strategies for teaching and assessing second-language reading that educators can readily adopt and adapt to suit their contexts and student populations.
Teaching Readers of English is a complete "go-to" source for teaching reading and promoting classroom and professional literacies in an increasingly digital world. Offering principled approaches and methods for planning and delivering effective L2 reading instruction, the text includes pedagogical features, such as questions for reflection, further reading and resources, and application activities to develop purposeful classroom reading lessons in a range of contexts.
Changes in the Second Edition:
Updated and revised chapters on formative and summative reading assessment, developing vocabulary knowledge and grammatical skill, and cultivating extensive reading and literary appreciation
Updated information on institutional settings and reader demographics
New pedagogical features in each chapter, including Chapter Summaries, Further Reading, Reflection and Review, and Application Activities
A streamlined chapter sequence to enhance the text's usability
Teaching Readers of English is a complete "go-to" source for teaching reading and promoting classroom and professional literacies in an increasingly digital world. Offering principled approaches and methods for planning and delivering effective L2 reading instruction, the text includes pedagogical features, such as questions for reflection, further reading and resources, and application activities to develop purposeful classroom reading lessons in a range of contexts.
Changes in the Second Edition:
Updated and revised chapters on formative and summative reading assessment, developing vocabulary knowledge and grammatical skill, and cultivating extensive reading and literary appreciation
Updated information on institutional settings and reader demographics
New pedagogical features in each chapter, including Chapter Summaries, Further Reading, Reflection and Review, and Application Activities
A streamlined chapter sequence to enhance the text's usability
"This book has made a remarkable contribution to the field of second language reading. It is excellent not only in its theoretical grounding, but also with its concrete, pedagogical applications. Its comprehensiveness makes it an excellent resource for both professors and students in courses on second language literacy instruction."
-- Sandra Liliana Pucci, Associate Professor of Linguistics, University of Wisconsin, Milwaukee, USA
"Hedgcock and Ferris provide useful reviews of research and show concise ways to apply that knowledge into everyday classroom teaching. I appreciate that greatly as do my teacher candidates!"
--Christine Rosalia, Associate Professor of TESOL, Hunter College, USA
"This text not only covers crucial topics comprehensively and clearly, but it also includes practical, interesting, and pedagogically-sound activities. Both experienced and inexperienced teachers of L2 readers will benefit from working with this reader-friendly text."
--Dawn Bikowski, Director, English Language Improvement Program, Linguistics Department, Ohio University, USA
-- Sandra Liliana Pucci, Associate Professor of Linguistics, University of Wisconsin, Milwaukee, USA
"Hedgcock and Ferris provide useful reviews of research and show concise ways to apply that knowledge into everyday classroom teaching. I appreciate that greatly as do my teacher candidates!"
--Christine Rosalia, Associate Professor of TESOL, Hunter College, USA
"This text not only covers crucial topics comprehensively and clearly, but it also includes practical, interesting, and pedagogically-sound activities. Both experienced and inexperienced teachers of L2 readers will benefit from working with this reader-friendly text."
--Dawn Bikowski, Director, English Language Improvement Program, Linguistics Department, Ohio University, USA