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This book 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 their needs.
This book 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 their needs.
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Norman W. Evans is Associate Professor, Department of Linguistics and English Language, and Coordinator, English Language Center, Brigham Young University, USA. Neil J Anderson is Professor, Department of English Language Teaching and Learning, Brigham Young University-Hawaii, USA. William G. Eggington is Ludwig-Weber-Siebach Humanities Professor, Department of Linguistics and English Language, Brigham Young University, USA, and Visiting Professor, Kyung Hee University, Global Campus, South Korea.
Inhaltsangabe
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
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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