CONTENTS
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
Contributors
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.
"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
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