Pushing past the typical genre and elements approach, this text explains how to integrate children's literature into and across the curriculum in effective, purposeful ways. The materials and practical strategies focus on issues that impact children's lives, building from students' personal experiences and cultural knowledge to using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions to take that promote social justice.
Pushing past the typical genre and elements approach, this text explains how to integrate children's literature into and across the curriculum in effective, purposeful ways. The materials and practical strategies focus on issues that impact children's lives, building from students' personal experiences and cultural knowledge to using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions to take that promote social justice.
John Bitchener is Professor of Applied Linguistics at the Auckland University of Technology, New Zealand. Neomy Storch is Associate Professor in ESL and Applied Linguistics at the University of Melbourne, Australia. Rosemary Wette is a senior lecturer in Applied Language Studies at the University of Auckland, New Zealand.
Inhaltsangabe
1 Introduction John Bitchener, Neomy Storch, and Rosemary Wette PART I: EAP COURSES IN UNIVERSITY DEGREE PROGRAMS 2 Context and the Teaching of Academic Writing: Bringing Together Theory and Practice Brian Paltridge 3 Learning to Write for Academic Purposes: Specificity and Second Language Writing Ken Hyland 4 Developing a Flexible, In-Sessional EAP Writing Program for Undergraduates at a Large Research University in the United States Tony Silva PART II: INSTRUCTION IN SPECIFIC EAP KNOWLEDGE AND SKILLS: ACADEMIC GENRE-BASED INSTRUCTION 5 The Challenge of Genre in the Academic Writing Classroom: Implications for L2 Writing Teacher Education Christine M. Tardy 6 Creating an Effective Argument in Different Academic Genres: A Scaffolded Approach John Bitchener 7 L2 Undergraduate Students Learning to Write Using Sources: A Trajectory of Skill Development Rosemary Wette Instructional Tasks and Activities 8 Literate Talk: Supporting EAL Students' Academic Writing Jennifer Hammond 9 Implementing and Assessing Collaborative Writing Activities in EAP Classes Neomy Storch Approaches to Academic Language Development 10 Facilitating L2 Writers' Academic Language Development Dana Ferris 11 Working Hard or Working Smart: Comprehensive versus Focused Written Corrective Feedback in L2 Academic Contexts Icy Lee PART III: FUTURE RESEARCH IN EAP 12 The Multifaceted and Situated Nature of the Interaction between Language and Writing in Academic Settings: Advancing Research Agendas Rosa M. Manchón PART IV EPILOGUE 13 Epilogue Christine P. Casanave
1 Introduction John Bitchener, Neomy Storch, and Rosemary Wette PART I: EAP COURSES IN UNIVERSITY DEGREE PROGRAMS 2 Context and the Teaching of Academic Writing: Bringing Together Theory and Practice Brian Paltridge 3 Learning to Write for Academic Purposes: Specificity and Second Language Writing Ken Hyland 4 Developing a Flexible, In-Sessional EAP Writing Program for Undergraduates at a Large Research University in the United States Tony Silva PART II: INSTRUCTION IN SPECIFIC EAP KNOWLEDGE AND SKILLS: ACADEMIC GENRE-BASED INSTRUCTION 5 The Challenge of Genre in the Academic Writing Classroom: Implications for L2 Writing Teacher Education Christine M. Tardy 6 Creating an Effective Argument in Different Academic Genres: A Scaffolded Approach John Bitchener 7 L2 Undergraduate Students Learning to Write Using Sources: A Trajectory of Skill Development Rosemary Wette Instructional Tasks and Activities 8 Literate Talk: Supporting EAL Students' Academic Writing Jennifer Hammond 9 Implementing and Assessing Collaborative Writing Activities in EAP Classes Neomy Storch Approaches to Academic Language Development 10 Facilitating L2 Writers' Academic Language Development Dana Ferris 11 Working Hard or Working Smart: Comprehensive versus Focused Written Corrective Feedback in L2 Academic Contexts Icy Lee PART III: FUTURE RESEARCH IN EAP 12 The Multifaceted and Situated Nature of the Interaction between Language and Writing in Academic Settings: Advancing Research Agendas Rosa M. Manchón PART IV EPILOGUE 13 Epilogue Christine P. Casanave
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