Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking

Cover
Title
Copyright
Dedication
Contents
Acknowledgements
Preface
Glossary
1 Teaching Language Skills in EAP Contexts
	Four Overarching Assumptions
	Further Reading
SECTION 1 Introduction to Reading
	2 How Reading Comprehension Works
		Who Reads and Who Needs to Read?
		What Do We Read and Why Do We Read?
		What Is Reading Comprehension?
		What Skills and Abilities Support Reading Comprehension for Good Readers?
		How Does Reading Comprehension Work?
		How Does L2 Reading Differ from L1 Reading?
		Why Do L2 Reading Abilities Differ So Much from Person to Person?
		How Fluent Should L2 Readers Become?
		How Does Reading Behavior Vary When the Goal Is Reading to Learn?
		How Does Digital Reading Vary from Print Reading?
		How Does Reading Comprehension Research Inform L2 Reading Pedagogy?
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	3 Building an Effective Reading Curriculum: Guiding Principles
		Principle #1: Asking Students to Read for Well-Defined Purposes, Rather than Simply Asking Students to Read (for No Purpose at All), Should Guide Reading and Re-Reading Tasks
		Principle #2: Reading a Lot and Reading Often Are Crucial for Reading-Skills Development
		Principle #3: Reading Requires the Coordination of Numerous Reading Abilities that Should Be Addressed Explicitly Across a Reading Curriculum
		Principle #4: Teaching (Rather than Testing) for Main-Idea Comprehension Should Be a Standard Component of Classroom Instruction
		Principle #5: Training Strategic Readers Is More Effective than Teaching Reading Strategies One at a Time
		Principle #6: Making a Commitment to Vocabulary Teaching and Learning Is Foundational to Students’ Reading Success
		Principle #7: Reading Fluently—at Word and Passage Levels—Is Essential for Efficient Reading Comprehension Abilities
		Principle #8: Building Students’ Motivation to Read Is Essential
		Principle #9: Connecting Reading to Writing Prepares Students for the Realities of Most Academic Contexts
		Principle #10: Assessing Students’ Reading Progress Is an Essential Part of Teaching, Curriculum Development, and Student Learning
		Principle #11: Selecting and Adapting Texts Should Be Driven by Students’ Proficiency Levels, Current and Future Reading Needs, and Interests
		Principle #12: Structuring Lessons around a Pre-Reading, During-Reading, and Post-Reading Framework Should Guide Class Planning
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
		Appendices
	4 Reading Instruction and Assessment: Activities and Options
		Instructional Activities that Improve Students’ Reading Abilities
		Instructional Activities that Integrate Reading and Writing
		Assessments of and for Learning
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
		Appendix
SECTION 2 Introduction to Writing
	5 Writing in a Second Language
		How is L2 Writing Different From L1 Writing?
		L2 Writers Know More Than One Language
		L2 Writers Have Varying Experiences and Backgrounds
		L2 Writers Are Still Acquiring the L2
		Contexts and Characteristics of L2 Writing and Writers
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	6 Building a Writing Curriculum and Developing Strategic Writers
		Approaches to Teaching L1 and L2 Composition
		Current Trends in L1 Composition
		Steps for L2 Writing Course Design
		Developing Strategic Writers
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	7 Writing Instruction and Assessment: Activities, Feedback, and Options
		Lesson Design for L2 Writing Courses
		Response Systems for L2 Writing Courses
		Assessment Issues for L2 Writing Courses
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
		Appendix
SECTION 3 Introduction to Listening
	8 How Listening Comprehension Works
		What is Listening Comprehension?
		Listening as Process
		Learner Factors in Listening Success
		Listening Skills
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	9 Building a Listening Curriculum
		Teaching and Learning L2 Listening
		Process-Oriented Listening Instruction
		Metacognitive Pedagogical Sequence for Listening
		Process-Based Listening with Reflections and Discussions
		Task-Based Metacognitive Instruction for Listening
		Scaffolded Extensive Listening Projects and Assignments
		Becoming Strategic L2 Listeners
		Curricular and Instructional Principles for L2 Listening
		Chapter Summary
		Discussion Questions
		Further Reading
	10 Listening Instruction and Assessment: Activities and Options
		Designing Instructional Activities
		Planning Lessons and Learning Units for Listening
		Assessment Options for Listening
		Chapter Summary
		Discussion Questions
		Further Reading
SECTION 4 Introduction to Speaking
	11 Speaking in a Second Language
		What’s So Special About Speaking?
		Understanding How Speech Production Works
		What Role Does Speaking Play in Language Learning?
		What Role Does Interaction Play?
		What Role Does Corrective Feedback Play?
		What Role Does Practice Play?
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	12 Building an Effective Speaking Curriculum: Guiding Principles
		Guideline 1: Use Cooperative Learning Principles to Organize Group Work
		Guideline 2: Use Principles of Task-Based Language Teaching (TBLT) to Plan Speaking Lessons
		Guideline 3: Integrate Rather Than Isolate
		Guideline 4: Look for Intercultural Learning Opportunities
		Guideline 5: Establish Roles for Students’ Own Languages in the Classroom
		Guideline 6: Utilize Technology
		Guideline 7: Focus on Learning Opportunities
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	13 Speaking Instruction and Assessment: Activities and Options
		Goal 1: Developing Clarity in Spoken Communication
		Goal 2: Developing Communicative and Conversational Ease
		Goal 3: Developing Dialogic Reasoning Skills and Negotiating Points of View
		Goal 4: Developing Formal Speaking Skills
		Goal 5: Developing Fluency
		Monitoring and Assessing Speaking
		Chapter Summary
		Discussion Questions and Tasks
		Further Reading
	14 Language Skill Development and EAP: A Reflection on Seven Key Themes
		Theme 1: Incorporating Integrated Skills Teaching
		Theme 2: Providing Practice
		Theme 3: Developing Fluency
		Theme 4: Building a Collaborative Learning Environment
		Theme 5: Developing the Strategic Language User
		Theme 6.: Providing Effective Assessment and Feedback
		Theme 7: Incorporating Technology
		Chapter Summary
Author Biographies
References
Index