Using 'Close Reading' as a course theme in a multilingual disciplinary classroom
Date
2015-10
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
27
Number/Issue
2
Starting Page
262
Ending Page
271
Alternative Title
Abstract
An 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.
Description
Keywords
academic reading, close reading, college reading, L2 reading, academic writing, L2 writing
Citation
Extent
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.