Academic Prereading Activity Menus to Support International ESL Students in Higher Education
Saved in:
| Title: | Academic Prereading Activity Menus to Support International ESL Students in Higher Education |
|---|---|
| Language: | English |
| Authors: | Maunsell, Matthias |
| Source: | CATESOL Journal. 2019 31(1):1-12. |
| Availability: | CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Prereading Experience, English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development, Teaching Methods, Critical Reading, Language Proficiency, Intervention, College Students, College Faculty, Academic Language, Barriers, Reading Comprehension |
| ISSN: | 1535-0517 |
| Abstract: | Academic reading at college and university poses a real challenge for international students with English as a second language. Often the main hurdles are a lack of language proficiency, critical-reading skills, or background knowledge. Also, unfamiliarity with cultural and academic conventions plays a role. Even with intensive English-language training, reading success remains elusive without the support and participation of faculty, especially at the critical prereading stage. This article examines the obstacles that negatively affect student reading and elaborates on the importance of faculty intervention by incorporating effective prereading strategies in their classrooms. Specifically, 3 activity menus are provided that contain a selection of strategies to help with activating prior knowledge, analyzing text features, and developing vocabulary. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1238757 |
| Database: | ERIC |
| Abstract: | Academic reading at college and university poses a real challenge for international students with English as a second language. Often the main hurdles are a lack of language proficiency, critical-reading skills, or background knowledge. Also, unfamiliarity with cultural and academic conventions plays a role. Even with intensive English-language training, reading success remains elusive without the support and participation of faculty, especially at the critical prereading stage. This article examines the obstacles that negatively affect student reading and elaborates on the importance of faculty intervention by incorporating effective prereading strategies in their classrooms. Specifically, 3 activity menus are provided that contain a selection of strategies to help with activating prior knowledge, analyzing text features, and developing vocabulary. |
|---|---|
| ISSN: | 1535-0517 |
