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
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
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.