ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, 1st Edition (Paperback) book cover

ESL Readers and Writers in Higher Education

Understanding Challenges, Providing Support, 1st Edition

Edited by Norman W. Evans, Neil J Anderson, William G. Eggington


244 pages

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ESL 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.


"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

Table of Contents




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


About the Editors

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.

About the Series

ESL & Applied Linguistics Professional Series

This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.

Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.

The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.

Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Educational Policy & Reform / General
FOREIGN LANGUAGE STUDY / English as a Second Language