Addressing Eap students' reading-skill needs through textbook supplementation

Eleanor Kashmar Wolf, Fredricka L Stoller

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Much is expected of the second language (L2) reader in academic contexts. English for Academic Purposes classes can prepare students for the reading challenges that await them by supporting the development of crucial component skills of reading, including vocabulary knowledge, strategic reading, discourse-structure awareness, main-idea comprehension, reading fluency, motivation, and the ability to read extensively. Because textbooks are often the primary resource with which these component skills are addressed, their comprehensiveness, or lack thereof, can have a considerable influence on the development of the L2 reader. With a textbook-evaluation tool that features specific questions about the extent to which reading component skills are addressed, teachers can more efficiently evaluate the efficacy of their reading textbooks. After gaps in the textbook have been identified, teachers can create supplementary materials, in a principled way, to augment instruction. A case study provides an illustration of textbook evaluation and supplementation processes in addition to numerous suggestions for supplementary activities that target reading-skill development.

Original languageEnglish (US)
Title of host publicationTeaching and Learning English for Academic Purposes
Subtitle of host publicationCurrent Research and Practices
PublisherNova Science Publishers, Inc.
Pages179-198
Number of pages20
ISBN (Electronic)9781536129687
ISBN (Print)9781536128147
StatePublished - Jan 1 2018

Keywords

  • Component skills of reading
  • English for academic purposes
  • Reading for academic purposes
  • Second language reading
  • Textbook evaluation
  • Textbook supplementation

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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