Extended Nonfiction Readers for EAP Programs

Autor/inn/en	Fitzsimmons-Doolan, Shannon; Davis, Jessica; Stoller, Fredricka L.; Crawford, William
Titel	Extended Nonfiction Readers for EAP Programs
Quelle	In: TESOL Journal, 3 (2012) 2, S.256-279 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.17
Schlagwörter	Nonfiction; English for Academic Purposes; Postsecondary Education; Curriculum Design; Instructional Design; Content Area Reading; Instructional Effectiveness; Instructional Innovation; Reading Material Selection; Scaffolding (Teaching Technique); Educational Strategies; Change Strategies; Educational Objectives; Teaching Methods + Suchen Sie Ihr Suchwort? Non-fiction; Nichtfiktionaler Text; Post-secondary education; Tertiäre Bildung; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Sinnerfassendes Lesen; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Lehrstrategie; Lösungsstrategie; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Content-based instruction course designers have many important decisions to make when developing courses for postsecondary English for academic purposes (EAP) students. One important consideration revolves around deciding if students would benefit most from the use of sustained content (Murphy & Stoller, 2001) or a topical approach (Brinton, Snow, & Wesche, 2003). The authors advocate the sustained content approach and promote the use of extended nonfiction readers, specifically those designed for students in Grades 7-12, as primary texts for achieving course goals for intermediate-level EAP students. The authors support this stance by (a) establishing a strong case for the adoption of extended nonfiction readers in sustained content instruction, (b) introducing helpful text selection criteria, (c) describing scaffolding techniques and synthesis tasks to be used with such readers, and (d) offering tips that can assist teachers and administrators in making a programmatic transition to this pedagogical approach. For practitioners at other grade levels or in programs that endorse other content-based approaches, many of the ideas presented here are relevant with modest adaptations. (Contains 1 table, 1 figure, and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10