ESL Readers and Writers in Higher Education

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.

• CONTENTSPrefaceAcknowledgementsPart I: Understanding ChallengesChapter 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 PlanningWilliam 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 StudyTony Silva, Purdue University Chapter 6: Familiar Strangers: International Students in the U.S. Composition CourseElena Lawrick, Reading Area Community College & Fatima Esseili, University of DaytonChapter 7: Academic Reading Expectations and ChallengesNeil J Anderson, Brigham Young University – HawaiiPart II: Providing SupportChapter 8: Developing Self-Regulated Learners: Helping Students Meet ChallengesMaureen Snow Andrade, Utah Valley University, Norman W. Evans, Brigham Young UniversityChapter 9: The Research-Instruction Cycle in Second Language Reading William Grabe, Northern Arizona University & Xiangying Jiang, West Virginia UniversityChapter 10: Supporting Multilingual Writers through the Challenges of Academic Literacy: Principles of English for Academic Purposes and Composition InstructionDana Ferris, University of California DavisChapter 11: Assisting ESP Students in Reading and Writing Disciplinary GenresFredricka L. Stoller, Northern Arizona University & Marin S. Robinson, Northern Arizona UniversityChapter 12: Corpus-Based Vocabulary Support for University Reading and WritingMark Davies, Brigham Young University & Dee Gardner, Brigham Young University Chapter 13: When Everything’s Right, but It’s Still Wrong: Cultural Influences on Written Discourse William G. Eggington, Brigham Young UniversityChapter 14: Using Technology to Teach ESL Readers & WritersGreg Kessler, Ohio University Chapter 15: Integrated Reading and Writing Assessment: History, Processes, and Challenges Mark Wolfersberger, Brigham Young University – Hawaii & Christine Coombe, Dubai Men’s CollegeContributors

"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