Using 'Close Reading' as a course theme in a multilingual disciplinary classroom

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dc.contributor.authorFreedman, Leora
dc.date.accessioned2020-05-22T02:22:05Z
dc.date.available2020-05-22T02:22:05Z
dc.date.issued2015-10
dc.description.abstractAn 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.
dc.identifier.doi10125/66887
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66887
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectacademic reading
dc.subjectclose reading
dc.subjectcollege reading
dc.subjectL2 reading
dc.subjectacademic writing
dc.subjectL2 writing
dc.titleUsing 'Close Reading' as a course theme in a multilingual disciplinary classroom
dc.typeSpecial
dc.type.dcmiText
local.rfl.topicReading Instruction
prism.endingpage271
prism.number2
prism.startingpage262
prism.volume27

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Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing