Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing
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Item From the Guest Editor(University of Hawaii National Foreign Language Resource Center, 2015-10) Gilliland, Betsy; Park, JeongyeonItem From the Editors(University of Hawaii National Foreign Language Resource Center, 2015-10) RFL StaffItem The core principles of extensive reading in an EAP writing context(University of Hawaii National Foreign Language Resource Center, 2015-10) Park, Jeongyeon; Ro, EunseokItem Reading on L2 reading: Publications in other venues 2014-2015(University of Hawaii National Foreign Language Resource Center, 2015-10) Brantmeier, Cindy; Dolosic, Haley; Schultz, Lyndsie; Aquino-Sterling, Cristian; Van Bishop, TracyItem The effectiveness of core ER principles(University of Hawaii National Foreign Language Resource Center, 2015-10) Jeon, Eun Young; Day, Richard R.Item Extending extensive reading(University of Hawaii National Foreign Language Resource Center, 2015-10) Day, Richard R.Item Reading, writing, and learning English in an American high school classroom(University of Hawaii National Foreign Language Resource Center, 2015-10) Gilliland, BetsyCommercial publishers have shaped reading and writing instruction in American schools through their interpretations of state-developed reading and writing standards and standards-aligned materials, which teachers then implement in English classes, including those serving multilingual learners. This paper uses microethnographic discourse analysis to examine how reliance on published texts for reading activities led a teacher to focus on correct answers and formulaic writing tasks, whereas teacher-created activities fostered greater engagement among multilingual learners. Focused on a ninth grade English class at a California public high school, this study’s findings suggest that reading was used primarily in service of preparation for high stakes writing assessments, but teachers can adapt their instruction to better build on multilingual students’ existing knowledge and curiosity.Item Using 'Close Reading' as a course theme in a multilingual disciplinary classroom(University of Hawaii National Foreign Language Resource Center, 2015-10) Freedman, LeoraAn adaptation of the traditional literary concept of close reading was developed for use in a largely multilingual classroom in which both first language (L1) and second language (L2) students were struggling to comprehend theoretical, lexically dense texts in English. This simplified method of reading a text iteratively and critically is proving helpful in encouraging student compliance with reading assignments as well as progress in academic writing capabilities. This method was developed through collaboration between an East Asian Studies (EAS) department and the university’s English Language Learning (ELL) specialist. The large lectures are supplemented by small-group discussions with teaching assistants (TAs), who also engage in reflective professional development workshops to build their own skills in teaching close reading. Materials generated for both students and faculty through this initiative are being disseminated in other departments, and TAs have noted an overall improvement in students’ fulfillment of reading assignments as well as their ability to generate written arguments.Item Integrated reading and writing: A case of Korean English language learners(University of Hawaii National Foreign Language Resource Center, 2015-10) Cho, Hyonsuk; Brutt-Griffler, JaninaThis study reports Korean English language learners’ perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher’s challenges faced during the instruction. A total of 93 students in a middle school in Korea participated in a needs survey, and 69 students at three proficiency levels received the integrated instruction. The study found that students desired extra help on their writing to gain balanced English competence; also they wanted to learn reading and writing together. After the intervention, students at intermediate and advanced levels showed significant improvement on the integrated reading and writing test; however, no improvement was found at the beginning level regarding both experimental and control groups. Yet, the scores on multiple-choice reading test at all levels failed to significantly improve.Item Undergraduate ESL students' engagement in academic reading and writing in learning to write a synthesis paper(University of Hawaii National Foreign Language Resource Center, 2015-10) Zhao, Ruilan; Hirvela, AlanAs an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students’ learning experiences with academic synthesis writing in a university ESL composition course. Specifically, we discuss how the two students’ understanding of synthesis and sources influenced their synthesis writing practices and how they perceived the connections between their reading strategies and synthesis writing processes. Our results reveal that the students’ understanding of synthesis and the functions of sources played a crucial role in learning to synthesize, as did their ability to use rhetorical reading strategies to complete this new literacy task. We argue that whether second language (L2) students understand the complex reading-writing relationships underlying synthesizing is crucial for their successful textual production. These findings carry valuable implications for understanding reading and writing connections and teaching L2 source-based writing.