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OverviewESL 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. Full Product DetailsAuthor: Norman W. Evans (Brigham Young University, USA) , Neil J Anderson (Brigham Young University—Hawaii, USA) , William G. Eggington (Brigham Young University, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 2.00cm , Length: 22.90cm Weight: 0.498kg ISBN: 9781138791701ISBN 10: 1138791709 Pages: 258 Publication Date: 18 June 2015 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsCONTENTS 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 ContributorsReviewsFor too long, U.S. higher education has viewed `ESL Students' as a homogenous (and needy) population. This volume explicitly challenges such views and encourages us to see the successes of ESL students as integral to the wider success of the institution. Going further, it provides accessible resources for collective thinking on how to promote such success. Dudley W. Reynolds, Carnegie Mellon University Qatar This important and timely volume combines literacy skills (reading and writing), which are often separated in books on second language learners. It will be useful for TESL programs as well as a reference for other higher ed administrators looking to support second language students at their institutions. Sarah Rilling, Kent State University, USA For too long, U.S. higher education has viewed 'ESL Students' as a homogenous (and needy) population. This volume explicitly challenges such views and encourages us to see the successes of ESL students as integral to the wider success of the institution. Going further, it provides accessible resources for collective thinking on how to promote such success. Dudley W. Reynolds, Carnegie Mellon University Qatar This important and timely volume combines literacy skills (reading and writing), which are often separated in books on second language learners. It will be useful for TESL programs as well as a reference for other higher ed administrators looking to support second language students at their institutions. Sarah Rilling, Kent State University, USA For too long, U.S. higher education has viewed 'ESL Students' as a homogenous (and needy) population. This volume explicitly challenges such views and encourages us to see the successes of ESL students as integral to the wider success of the institution. Going further, it provides accessible resources for collective thinking on how to promote such success. Dudley W. Reynolds, Carnegie Mellon University Qatar This important and timely volume combines literacy skills (reading and writing), which are often separated in books on second language learners. It will be useful for TESL programs as well as a reference for other higher ed administrators looking to support second language students at their institutions. Sarah Rilling, Kent State University, USA Author InformationNorman 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. Tab Content 6Author Website:Countries AvailableAll regions |
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