teaching english as a foreign or second language.doc
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In loving memory of GottIe Luise
Director: Laurie E. Likoff Full-Service Manager: Michel Weinstein Production Coordinator: Cynthia Funkhouser e!t Design "ssociates
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'EW&()* 'EW&()* +,(SE " division of +ar#erColins Pu$lishers Language Science Language eaching Language Learning We are are grate ratefful to the the follo olloi ing ng #u$l #u$lis ishe hers rs for folloing cha#ters:
For #er%ission o use co#yrighted %aterial/ grateful acknoledg%ent acknoledg%ent is %ade to the co#yright holders on ##. v and v/ hich are here$y %ade #art of this co#yright #age. eaching English as a Second or Foreign Language/ Second Edition Co#yright , 001 $y +einle 2 +einle Pu$lishers a divi divisi sion on of Wadso dsort rth/ h/ nc. nc. "ll righ rights ts rese reserv rved ed.. .. Printed Printed in the (nited (nited States States of "%erica. 'o #art of this $ode %ay $e used or re#roduced n any %anner hatsoever ithout ritten #er%ission/ e!ce#t in the case of $rief 3uotations e%$odied e%$odied in critical critical articles and revies. Li$rary of Congress Cataloging-in-Pu$lication Cataloging-in-Pu$lication Data eaching English as a second or foreign language Marianne Celce Murcia.45nd ed. #. c%. ncludes ncludes $i$liogra#hical references references and and nde!. 1. English language4Study and teaching4Foreign s#eakers. l. Celce-Murcia/ Marianne. PE1156."577 1001 7568.994dc59 01-5;70 CP S&' 9-6EFL recogni?es that learners need to have control of t #atterns of the language in order to learn su$Bect content. n addition/ they %ust
-10= #ossess ell develo#ed develo#ed ord-stocks to co#e co#e ith unedited %aterials. "ctually/ acade%ic reading is a cover ter% for a vari variet ety y of stra strate tegi gies es that that $rin $ring g toge togeth ther er adva advanc nced ed reading study skills/ voca$ulary $uilding/ and even
riting activities such as note taking su%%ari?ing/ and underlining. n ESL>EFL-for-acade%ic-#ur#ose cour course ses/ s/ teac teache hers rs %ust %ust $e a$le a$le to si%u si%ult ltan aneo eous usly ly Buggle a variety of o$Bectives: instruction in reading ski skills lls #er se@ se@ lang langu uage-c ge-cu ultu lture conc oncerns erns// or the the ele% ele%en entt that that %akes akes ork orkin ing g in an L5 class lassro roo% o% different fro% teaching native-$orn students@ study skills/ or instruction in ho to learn content fro% te!ts. he assign%ent to teach acade%ic reading is challenging since it re3uires that the teacher has an understan tanding of the nature of reading and of lear learni ning ng thro throug ugh h read readin ing. g. n addi additi tion on// teac teache hers rs of acad acade% e%ic ic-# -#ur ur#o #ose se cour course sess %ust ust also also have have so% so%e fa%iliarity ith the su$Bect content of the te!ts their students are using in i n their acade%ic course ork. ,r/ #ossi$ly e3ually i%#ortant/ i%#ortant/ they %ust $e enthusiastic a$ou $out lear earning ning ne su$ su$Bect Bect conten ntentt even ven if it is outside their custo%ary s#here of knoledge. hey need not $e technical s#ecialists the%selves/ $ut they %ust $e a$le to handle su$Bects that often de%and dose reading. his his cha# ha#ter ter firs irst surv surveeys the the s#e s#eciali iali?a ?ati tion on of acade%ic reading: What theory knoledge a$out the reading #rocess can hel# teachers understand their assign%ent What are the chief differences invo involv lvin ing g acad acade% e%ic ic read readin ing g #rog #rogra ra%s %s for for nativ nativee $orn as o##osed to English as a second and foreign
language conte!ts What strategies for learning ho to learn need to $e incor#orated in acade%ic-#ur#ose acade%ic-#ur#ose #rogra%s What is the teaches uni3ue role in #roviding #re#aration #re#aration in acade%ic acade%ic reading skills Models of the Process of Reading
)ead )eadin ing g is one one of thos thosee hu% hu%an ca#a ca#aci citi ties es hic hich h tends to $e taken for granted $y those ho do it effortlessly in their everyday lives. *et/ although it has $een studied an scrutini?ed for generations $y scholars fro% a variety of disci#lines/ the #rocess of reading re%ains a %ystery. Since it is an activity hich takes #lace/ at least in #art/ as a function of the $rain4as does language itself4 3uestions a$out its nature are ansered through constructing theoretical %odels of hat %ight take #lace hen the %ind gets %eaning fro% hat the eyes see on the #age of #rint. Botto!"#!Reading
"n older/ and no considered outdated/ vie as that reading takes #lace $y %atching sounds and lett letter ers@ s@ or/ or/ stat stated ed in ter% ter%ss of %ore ore so#h so#his isti tica cate ted d ter%i ter%inol nology ogy// readin reading g as as consid considere ered d a #roce #rocess ss of %ani# %ani#ula ulating ting #hone% #hone%e-g e-gra# ra#he% he%ee relati relations onshi# hi#s/ s/ as de scri$ed $y a structural linguist &loo%field/10EFL conte!t uni3ue lies in its crosslinguistic/ cross-cultural ele%ents/ they %ust $e taken into account in #lanning for acade%ic reading courses as ell. Learners in ESL>EFL acade%ic reading courses co%e ith values/ $eliefs/ and attitudes hich reflect their on cultural #atterns of living and thinking. "t the sa%e ti%e/ all of the reading>riting activities hich are carried out in classroo%s are the%selves reflective of a distinct su$culture/ na%ely/ the orld of schooling. While teachers are usually sensitive to cultural differences - certainly an aareness of culture %odes is the %ost $asic re3uire%ent for ESL>EFL teachers - they %ay take for granted/ or si%#ly overlook/ those cultural as#ects hich $elong uni3uely to the orld of acade%ics.
So%e of the culture-$ased instruction that needs to take #lace in acade%ic reading courses includes infor%ation a$out ho #articular te!t ty#es are set out/ arranged/ and organi?ed. "ctivities that deal ith locating the #arts of a $ook/ for instance/ can ease the de%ands of acade%ic learning. Learners can discuss hat infor%ation is found on the #u$lication #age/ the title #age/ the ta$le of contents/ the #reface/ the introduction/ the cha#ter a$stracts/ the inde!/ the reference section/ the a##endi!/ and so on. "nother cultural di%ension to reading involves one8s #ur#oses for reading and the attitudes one holds toards the $ook and its content. r %ay $e a##ro#riate for theorists to -599conBecture a$out the ideali?ed dialog hich takes #lace $eteen the reader and the author/ $ut if a reader has $een culturally e%$ued ith the idea that te!ts are sacred/ not to $e dou$ted or discussed/ then the ESL>EFL teacher needs to utili?e techni3ues and instructional #ractices hich take attitudes $ased on cultural $ackgrounds of learners into account. ,ne effective techni3ue is to give students a%#le o##ortunities to ork in dyads and s%all grou#s in hich they share ith each other so%e of the details concerning the #ractices of reading4and literacy in general4in their on countries. Fre3uently/ hel#ing
students $ring so%e of these culture contrasts into conscious recognition hel#s the% to learn to live in to orlds4their on native-$orn language>culture as ell as the second language>culture. " further cultural di%ension lies in the nature of a su$Bect %atter content and the acade%ic disci#line fro% hich it ste%s. Physical and $iological sciences tend to have their on syste%s for #resenting infor%ation@ they are ritten in #articular for%ats@ they %ake use of s#eciali?ed voca$ularies@ they contain a tone hich is associated ith the field. Si%ilarly/ the su$fields of social science have their on ays of #resenting knoledge in te!ts. Learners>readers %ust $e %ade aare of these significant su$cultural differences a%ong disci#lines since it can %ake acade%ic reading and learning easier to co#e ith. &ensoussan 2 Goland/ 106;@ H. ". Foley/ 106;@ Musta#ha/ 'elson/ 2 ho%as/ 106;@ S?JllJsy/ 06;. Reading +o ,earn and ,earning -. Doing
t %ay $e true enough that #eo#le learn to read $y reading and that good readers are #eo#le ho read a lot S%ith/ 106$/ $ut acade%ic reading goes $eyond the de%ands of recreational reading. Many ESL>EFL students need to $e introduced to a variety of self-hel# strategies hich can aid the% ith the s#eciali?ed #ur#ose of learning ne su$Bect content
through reading. hese learning-through-reading techni3ues the ter% Astudy skillsA is so%eti%es used are often less ell understood $y students hose $asic early education took #lace outside of the (nited States/ #articularly if %e%ori?ation of te!ts as the key activity in the educational #rocess. n its $roader structure/ an ESL>EFL acade%ic reading course should e%#hasi?e $oth reading to learn activities that stress co%#rehension of su$Bect %atter content and learning $y doing activities that call for utili?ation of the ideas in the te!t. he for%er deals ith the te!t at hand e!clusively@ the latter takes the learner $eyond the te!t and into so%e kind of refor%ulation of the facts/ infor%ation/ and conce#ts found in it. For e!a%#le/ in reading to learn/ e%#hasis is given to close reading of te!ts/ often #aragra#h $y #aragra#h/ in order to find the function hich each #aragra#h fulfills in the #assage. Does the #aragra#h contain the authors %ain thesis/ su##orting ideas/ fuller e!#ansion of su##orting ideas/ transition to another the%e/ or hat else )eading to learn also involves co%#le! thinking skills in hich students %ust $e a$le to %ake the %aterial their on through activities hich guide the% into analy?ing te!ts/ such as su%%ari?ing #assages and cha#ters/ #icking out %ain ideas and $uilding the% into an outline/ finding co%#arison
and contrast or cause and effect e!a%#les/ folloing an argu%ent in the te!t/ deciding hether a #iece of infor%ation is relevant to a to#ic under discussion. " classic activity associated ith reading to learn is the SKreaders8 rights have a 3uiet reading environ%ent. "ctually/ the teacher can i%#art the idea of the i%#ortance of reading $y actually sitting at his>her desk for so%e #art of the reading #eriod/ and reading. t is u# to the teacher to i%#art a #ositive attitude a$out the activity of reading. Many students need to $e introduced to the idea that through reading there lies an entire orld of ne ideas/ fantasy/ and onder%ent. Even though the %aterials for reading %ay relate to school to#ics/ the reading teacher can #lay a #ivotal role $y shoing students ho to#ics in te!t$ooks are carried over into the real orld outside of the classroo%. &y #roviding additional %aterials for reading - #a#er$ack $ooks/ #o#ular %aga?ines/ nes#a#ers/ and other #rint %aterials/ the teacher !/0/!
can hel# %ake acade%ic su$Bects co%e alive.
P"TTING THEOR1 INTO PRACTICE2 TEACHING A CONTENT!BASED READING ,ESSON
he teaching of reading has often involved little %ore than assigning the students a te!t and re3uiring the% to anser a series of co%#rehension 3uestions hen they have finished. his #rocedure/ hoever/ is really a testing rather than a teaching strategy. t can deter%ine hether the students are already a$le to e!tract certain kinds of infor%ation fro% the te!t/ $ut it does nothing to #rovide the% ith the skills and strategies needed to $eco%e efficient/ effective/ and inde#endent readers. "tte%#ting to teach such skills and strategies is the %ain thrust of current a##roaches to reading instruction. n conte%#orary #ractice/ a reading lesson is usually divided into three #arts/ the #rereading/ hilereading/ and #ostreading stages/ each of hich has its on #articular ai%s and #rocedures. n this section/ each of these stages ill $e discussed in turn. The Prereading Phase
he goals of the #rereading stage are to activate or $uild/ if necessary the students8 knoledge of the su$Bect/ to #rovide any language #re#aration that %ight $e needed for co#ing ith the #assage/ and/
finally/ to %otivate the learners to ant to read the te!t. he first goal of the #rereading stage is founded u#on the notion/ discussed earlier/ that the students8 #revious knoledge and e!#erience affect their co%#rehension of the %aterial. What teachers do in the ay of su%%oning u# the #ro#er fra%e of reference $efore the students confront the te!t/ therefore/ ill influence their success. Iarious techni3ues have $een suggested to %o$ili?e e!isting knoledge/ including the use of #ictures/ %ovies/ field tri#s/ values clarification e!ercises/ and even role-#lays. )esearch has not yet deter%ined hich/ if any/ of these is %ost effective/ so teachers are free to e!#eri%ent according to the nature of the reading %aterial and the inclinations of their classes Carrell 2 Eisterhold/ 106 C*4%&/7
Teaching 5eading ,kills in a *oreign language. London: +eine%ann Educational &ooks. " very thorough co%#endiu% of theory and teaching issues covered fro% a &ritish vie#oint. "lin> ?* M*> and A*9* Pugh> eds* 4%&87 for Professional Purposes. )eading Leuven>"%ersfoort 'etherlands: "CC,. )esearch #a#ers #resented at an nternational Sy%#osiu% on Language for S#ecific Pur#oses/ Eindhoven/ 1065. Reading Te5t-oo=s for ES,E:, Students Baudoin> E* M> E S* Bo-er> M A Clar=e> B* 9* Do-son> and S* Sil-ertstein 4%&7 5eader"s /hoice! $nd ed. "nn +rbor @niversity of Michigan Press. Du-in :*> and E* Olshtain 4%&&07 )eading $y +ll Means: +ll'Aew Edition. )eading/ M": "ddison-Wesley. Du-in> :*> and E Olshtain 106 )eading on Pur#ose. )eading/ M".: "ddisonWesley ,atuli##e> , D* 4%&'7 )eveloping +cademic 5eading ,kills. Engleood Cliffs/ 'H: Prentice-+all
,.nch E S* 4%&7 5eading for +cademic ,uccess ,elections from +cross the /urriculum. Aew *ork: Collier Mac%illan Rostedt 9> and ?* T* McGor. 1066 5eading ,trategies for @niversity ,tudents. 'e *ork Collier Mac%illan. Rosenthal> , and S* B* Ro$land 4%&7 "cade%ic 5eading and ,tudy ,kills International Students. Engleood Cliffs/ Prentice-+all.
for '1:
Sali-ene> S* 4%&7 nteractive )eading. 'e *ork 2 'e$ury +ouse )egann> B*> and M* P* 9neFe(ic 4%&87 8osaic + 5eading ,kills 7ook. 'e *ork: )ando% +ouse.
-51=EST Reading Brian 9* ,.nch and Tho Hudson INTROD"CT%0N
Introduction to EST Reading
he identification of reading skills in English for science and technology ES as an area of #edagogical concern has $een %otivated $y to factors. First/ nu%erous surveys have indicated that reading %ay $e he %ost i%#ortant skill for acade%ic success Hohns/ 1061@ ,stler/ 1069@ )o$ertson/ 106 (CL" )ES #roBect the curriculu% as focused on the teaching of reading skills and strategies. (nder the guidance of the #roBect coordinators/ the teachers atte%#ted to develo# achieve%ent %easures for these skills using the #rinci#les of criterionreferenced %easure%ent C)M. With the C)M a##roach/ s#ecifications are first ritten for the skill
or a$ility $eing %easured. hen/ test ite%s are ritten fro% the s#ecifications/ so%eti%es leading to %odification of the s#ecifications/ folloed $y %ore ite% riting and #iloting of the test ite%s. n the case of the )ES #roBect/ test s#ecifications for certain reading skills ent through su$stantial revisions/ reflecting changes in the teachers8> researchers8 conce#tuali?ation of the skill as ell as their ideas on ho $est to %easure the skill. n order to de%onstrate this #rocess of achieve%ent test develo#%ent/ to reading skills fro% the )ES curriculu% ill $e used: #revieing and #redicting the overall %eaning of a te!t/ and using conte!t clues to deter%ine the %eaning of unfa%iliar voca$ulary. he #revieing>#redicting skill/ in #articular/ ill de%onstrate the e!tent to hich assess%ent techni3ues can vary and change during the test develo#%ent #rocess. 8easuring the ,kill of Previewing and Predicting
he first atte%#t at develo#ing a %easure for the a$ility to #revie a te!t and #redict hat it ill $e a$out/ in general/ #roduced the test s#ecification shon in Figure #redicting and not knoledge of English gra%%ar and voca$ulary. +oever/ in the effort to focus the assess%ent !//8! :igure 3* Pre(ie$ing#rediction
Test
s#ecification2
-. General )escription of the /riterion 7eing Tested he students ill de%onstrate their a$ility to use the reading skill o #rediction. "fter $eing given a su%%ary in S#anish of the introduction to a te!t/ the title and su$headings here #resent/ and the first sentence in English of each #aragra#h that follos the introduction/ the students ill choose fro% four o#tions the $est state%ent of the general idea of each #aragra#h.
5. 5e2uirements for the Text he te!t should nave a suita$le introduction and title for #rediction. he content of the te!t should $e scientific in nature $ut %ay co%e fro% #o#ular>nontechnical %aga?ines or Bournals. here should $e at least tour #aragra#hs other than the introduction ith organi?ation around one general idea.
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