Teaching English to Second Language Learners in Academic Contexts 1st edition by Jonathan Newton, Dana Ferris, Christine Goh, William Grabe ISBN 1138647608 978-1138647602

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ISBN 10: 1138647608
ISBN 13: 978-1138647602
Author:  Jonathan Newton, Dana Ferris, Christine Goh, William Grabe

Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill―reading, writing, listening, and speaking―works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practicing EAP teachers who want to upgrade their teaching abilities and knowledge bases.

Teaching English to Second Language Learners in Academic Contexts 1st Table of contents:

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

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Tags: Jonathan Newton, Dana Ferris, Christine Goh, William Grabe, Teaching English, Academic Contexts