Using 'Close Reading' as a course theme in a multilingual disciplinary classroom Freedman, Leora 2020-05-22T02:22:05Z 2020-05-22T02:22:05Z 2015-10
dc.description.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.
dc.identifier.doi 10125/66887
dc.identifier.issn 1539-0578
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject academic reading
dc.subject close reading
dc.subject college reading
dc.subject L2 reading
dc.subject academic writing
dc.subject L2 writing
dc.title Using 'Close Reading' as a course theme in a multilingual disciplinary classroom
dc.type Special
dc.type.dcmi Text
local.rfl.topic Reading Instruction
prism.endingpage 271
prism.number 2
prism.startingpage 262
prism.volume 27
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
179.22 KB
Adobe Portable Document Format