Preparing Adult English Learners to Read for College and the Workplace
The University of Michigan Press (Verlag)
978-0-472-03966-1 (ISBN)
The ability to read effectively—to work with a text, understand its meaning, and talk and write about it with, and for, others—is a critical aspect of academic and workplace success. However, many adults who are learning English as a second or additional language do not have the skills needed to be successful and may drop out of college and university programs before they reach their goal. Bringing together a rich collection of topics and authors, this edited volume provides theory, research, and instructional approaches to help adult education ESL practitioners work effectively with adult learners and prepare them to be successful with reading in academic and workplace settings.
After reading this book, adult ESL practitioners will be able to
Prepare adults learning English to apply appropriate reading strategies to a variety of academic and professional contexts and purposes
Use instructional strategies, including digital technology, to help struggling and developing readers close gaps in skills and conceptual knowledge
Improve reading comprehension through robust vocabulary instruction
Enhance reading skills and comprehension through writing instruction that balances sentence-level, discourse, and interactive processes and practices
Inspire students to become lifelong readers who engage in extensive reading outside of school and professional contexts
Kirsten Schaetzel is an English Language Specialist at Emory University. Joy Kreeft Peyton is a Senior Fellow at the Center for Applied Linguistics in Washington, DC. Rebeca Fernández is Associate Professor of Writing and Educational Studies at Davidson College.
Introduction: The importance of academic and professional reading in adult English language education
Chapter 1: Research-based reading processes and strategies for adult learners; Dolores Perin, Teacher’s College, Columbia University
Chapter 2: Learning to think critically about texts; Robyn Cox, RMIT University (Melbourne, Australia)
Chapter 3: Selecting engaging texts for intensive and extensive reading; Annie Barron, Wake Technical Community College
Chapter 4: Improving the comprehension and vocabulary skills of adult English language learners with content integrated language instruction; Shawn Slakk, ABCDS&S Consulting
Chapter 5: The importance of interactive writing for developing readers; Joy Kreeft Peyton, Senior Fellow, Center for Applied Linguistics, Jana Staton, Faculty Affiliate, Counseling Department, University of Montana
Chapter 6: Building literacy and reading in the digital age; Jen Vanek, World Education
Chapter 7: Teaching reading to adult English learners with learning differences; Rebeca Fernandez, Davidson College
Chapter 8: Teachers and students reading for pleasure: Teachers as role models; Kirsten Schaetzel, Emory University
Epilogue: JoAnn (Jodi) Crandall, University of Maryland
| Erscheinungsdatum | 25.07.2024 |
|---|---|
| Zusatzinfo | 3 b&w illustrations, 4 photos |
| Verlagsort | Ann Arbor |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 0-472-03966-0 / 0472039660 |
| ISBN-13 | 978-0-472-03966-1 / 9780472039661 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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