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Zusatztext "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 Informationen zum Autor 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. Klappentext 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. Zusammenfassung This book 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 their needs. Inhaltsverzeichnis 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 A...
