Table of Contents

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

About the Author

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.

Reviews

"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