Keiko Koda is Professor of Japanese and Second Language Acquisition in the Department of Modern Languages at Carnegie Mellon University, USA, and Visiting Distinguished Professor for the Japanese Pedagogy MA Program at Columbia University, USA. Junko Yamashita is a Professor in the Department of EFL (English as a Foreign Language) Education at the Graduate School of Humanities, Nagoya University, Japan.
Inhaltsangabe
Acknowledgment List of Contributors Part I: Theoretical foundations 1. Chapter 1: Introduction (Keiko Koda and Junko Yamashita) 2. Chapter 2: Reading to Learn: Why and how content-based instructional frameworks facilitate the process (William Grabe and Fredricka L. Stoller) 3. Chapter 3: Integrated communication skills approach: Reading to learn as a basis for language and content integration (Keiko Koda) Part II: Fostering reading to learn skills in classrooms 4. Chapter 4: Integrating content as a way of promoting students' involvement and ownership in skill focused instruction (Junko Yamashita) 5. Chapter 5: Cultivating reading to learn skills in fostering oral presentation competence as an essential tool for participating in an increasingly globalized society (Remi Murano) 6. Chapter 6: Challenges for an EFL teacher and basic writers: Negotiating space for change under a rigid curriculum (Kyoko Baba) 7. Chapter 7: Motivating low-intermediate students to use language skills for learning and thinking about American society in project-based EFL instruction (Shingo Ichikawa) 8. Chapter 8: Promoting intrinsic motivation and transcultural competence through IC skills training (Masumi Kojima) 9. Chapter 9: Enhancing lexical sophistication through IC skills training in low-intermediate Chinese as a foreign language in the US (Stanley Zhang and Keiko Koda) 10. Chapter 10: Developing reflective leaners in Chinese as a foreign language in the US (Sihui (Echo) Ke and Keiko Koda) Part III Looking ahead 11. Chapter 11: Benefits and challenges of theory-guided approaches to FL instruction (Junko Yamashita and Keiko Koda) Index
Acknowledgment List of Contributors Part I: Theoretical foundations 1. Chapter 1: Introduction (Keiko Koda and Junko Yamashita) 2. Chapter 2: Reading to Learn: Why and how content-based instructional frameworks facilitate the process (William Grabe and Fredricka L. Stoller) 3. Chapter 3: Integrated communication skills approach: Reading to learn as a basis for language and content integration (Keiko Koda) Part II: Fostering reading to learn skills in classrooms 4. Chapter 4: Integrating content as a way of promoting students' involvement and ownership in skill focused instruction (Junko Yamashita) 5. Chapter 5: Cultivating reading to learn skills in fostering oral presentation competence as an essential tool for participating in an increasingly globalized society (Remi Murano) 6. Chapter 6: Challenges for an EFL teacher and basic writers: Negotiating space for change under a rigid curriculum (Kyoko Baba) 7. Chapter 7: Motivating low-intermediate students to use language skills for learning and thinking about American society in project-based EFL instruction (Shingo Ichikawa) 8. Chapter 8: Promoting intrinsic motivation and transcultural competence through IC skills training (Masumi Kojima) 9. Chapter 9: Enhancing lexical sophistication through IC skills training in low-intermediate Chinese as a foreign language in the US (Stanley Zhang and Keiko Koda) 10. Chapter 10: Developing reflective leaners in Chinese as a foreign language in the US (Sihui (Echo) Ke and Keiko Koda) Part III Looking ahead 11. Chapter 11: Benefits and challenges of theory-guided approaches to FL instruction (Junko Yamashita and Keiko Koda) Index
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