Translanguaging Principles in L2 Reading Instruction

2015 ◽  
Author(s):  
Leketi Makalela
Keyword(s):  
Reading Instruction ◽  
L2 Reading

ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction

2016 ◽  
Vol 6 (9) ◽  
pp. 1753
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Reading Instruction ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Future Research ◽  
Electronic Text ◽  
Computer Assisted ◽  
L2 Reading ◽  
P Values ◽  
Assisted Reading

English instructors’ perceptions of computer-assisted reading (CAR) influence their tendency to integrate it in the L2 reading classroom. Accordingly, this study assessed English instructors’ perceptions of the importance of electronic text in L2 reading and their general attitudes about the role and effectiveness of computers in teaching ESL/EFL. To this end, 70 ESL/EFL instructors at multiple universities responded to a two-part survey containing 34 items and open-ended questions about the respondents’ general attitudes about computers in language teaching and learning, and the importance of computer-assisted L2 reading instruction specifically. The researcher performed both descriptive and inferential statistical analyses on the data, including means and standard deviations, as well as paired t-tests and bootstrapped p-values. The results indicated that the participants recognized the importance of CAR in improving the quality of L2 reading instruction and developing learners’ reading skills. The implications of the study are discussed, and potential areas of future research are suggested.

scholarly journals Reading as a core component of developing academic literacy skills in L2 settings

2019 ◽  
Vol 43 (3) ◽  
pp. 89
Author(s):  
Anna Kiszczak
Keyword(s):  
Reading Instruction ◽  
Academic Literacy ◽  
Literacy Skills ◽  
Special Focus ◽  
L2 Reading ◽  
Academic Reading ◽  
Academic Level ◽  
Academic Settings ◽  
Definition Of ◽  
L1 And L2

<p>Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the relationship of academic reading to other concepts currently employed with reference to academic literacy. The article finishes with some guidelines for L2 reading instruction developed at the academic level.</p>

Pre-Reading and the use of Advance Organisers in L2 Reading Instruction

1988 ◽  
Vol 81-82 ◽  
pp. 19-46
Author(s):  
Ian Tudor
Keyword(s):  
Reading Instruction ◽  
Text Comprehension ◽  
Difficulty Level ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Learners ◽  
The Subject ◽  
Reading Activity ◽  
Reading Activities ◽  
L1 English

Abstract The article describes an experiment in the use of one category of pre-reading activity, advance organisers, with a population of L2 learners (L2-French; L1-English) at three proficiency levels. Advance organisers, like other pre-reading act)vities, are designed to encourage a more contextually sensitive and schemata driven form of reading strategy usage, and thus counteract the observed tendency of L2 learners to process texts in a too exclusively decoding oriented manner. It was hypothesised that the presence of an advanced organiser would facilitate the text comprehension of the subject L2 learners, particularly with respect to their use of discourse constraints. The results indicated some degree of facultative potential, but not in the dominantly discourse-constraint oriented manner predicted. Levels of facilitation appeared to depend on subject proficiency level and difficulty level of the text. Implications for the use of pre-reading activities and for further research in this area are discussed.

Interview: Learning the Core Concept of Extensive Reading from Richard Day

2016 ◽  
Vol 40 (6) ◽  
pp. 14
Author(s):  
Mitsue Tabta-Sandom
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
World Wide ◽  
Core Concept ◽  
Extensive Reading ◽  
L2 Reading ◽  
Motivation To Read ◽  
The Core ◽  
The World ◽  
Graded Readers

Extensive Reading is probably one of the hottest topics in the context of second and foreign language (L2) reading instruction (Iwahori, 2008). Krashen’s Input Hypothesis (Rodrigo, Krashen, & Gribbons, 2004) theoretically supports ER in which L2 learners’ reading development and motivation to read are nurtured by exposure to a large quantity of comprehensible and interesting input. Graded Readers (GRs), lexically and syntactically graded readers, form a core of such facilitative input in ER. In this interview, Professor Richard Day, the Founding Chair Emeritus of the world-wide leading Extensive Reading Foundation, talks about the fundamental concept of L2 reading instruction. Furthermore, he gives encouraging support and input to readers of The Language Teacher who have embarked on and want to start the practice of ER. Professor Day has been tirelessly promoting ER through L2 teacher education for many years.

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