Also available in electronic format.

Includes bibliographical references and index.

Preface

Glossary

1. Teaching Language Skills in EAP Contexts
Four Overarching Assumptions -- Further Reading

SECTION 1 INTRODUCTION TO READING

2. How Reading Comprehension Works
Who Reads and Who Needs to Read? -- Who Do We Read and Why Do We Read? -- What Is Reading Comprehension? -- What Skills and Abilities Support Reading Comprehension for Good Readers? -- How Does Reading Comprehension Work? -- How Does L2 Reading Differ from L1 Reading? -- Why Do L2 Reading Abilities Differ So Much from Person to Person? -- How Fluent Should L2 Readers Become? -- How Does Reading Behavior Vary When the Goal Is Reading to Learn? -- How Does Digital Reading Vary from Print Reading? -- How Does Reading Comprehension Research Inform L2 Reading Pedagogy? -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading

3. Building an Effective Reading Curriculum: Guiding Principles
Principle #1: Asking Students to Read for Well-Defined Purposes Rather than Simply Asking Students to Read (for No Purpose at All), Should Guide Reading and Re-Reading Tasks -- Principle #2: Reading a Lot and Reading Often Are Crucial for Reading-Skills Development -- Principle #3: Reading Requires the Coordination of Numerous Reading Abilities that Should Be Addressed Explicitly Across a Reading Curriculum -- Principle #4: Teaching (Rather than Testing) for Main-Idea Comprehension Should Be a Standard Component of Classroom Instruction -- Principle #5: Training Strategic Readers Is More Effective than Teaching Reading Strategies One at a Time -- Principle #6: Making a Commitment to Vocabulary Teaching and Learning Is Foundational to Students' Reading Success -- Principle #7: Reading Fluently - at Word and Passage Levels - Is Essential for Efficient Reading Comprehension Abilities -- Principle #8: Building Students' Motivation to Read Is Essential -- Principle #9: Connecting Reading to Writing Prepares Students for the Realities of Most Academic Contexts -- Principle #10: Assessing Students' Reading Progress Is an Essential Part of Teaching, Curriculum Development, and Student Learning -- Principle #11: Selecting and Adapting Texts Should Be Driven by Students' Proficiency Levels, Current and Future Reading Needs, and Interests -- Principle #12: Structuring Lessons around a Pre-Reading, During-Reading, and Post-Reading Framework Should Guide Class Planning -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendices

4. Reading Instruction and Assessment: Activities and Options
Instructional Activities that Improve Students' Reading Abilities -- Instructional Activities that Integrate Reading and Writing -- Assessment of and for Learning -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendix

SECTION 2: INTRODUCTION TO WRITING

5. Writing in a Second Language
How is L2 Writing Different from L1 Writing? -- L2 Writers Know More Than One Language -- L2 Writers Have Varying Experiences and Backgrounds -- L2 Writers Are Still Acquiring the L2 -- Contexts and Characteristics of L2 Writing and Writers -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading

6. Building a Writing Curriculum and Developing Strategic Writers
Approaches to Teaching L1 and L2 Composition -- Current Trends in L1 Composition -- Steps for L2 Writing Course Design -- Developing Strategic Writers -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading

7. Writing Instruction and Assessment: Activities, Feedback, and Options
Lesson Design for L2 Writing Courses -- Response Systems for L2 Writing Courses -- Assessment Issues for L2 Writing Courses -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading -- Appendix

SECTION 3: INTRODUCTION TO LISTENING

8. How Listening Comprehension Works
What Is Listening Comprehension? -- Listening as Process -- Learner Factors in Listening Success -- Listening Skills -- Chapter Summary -- Discussion Questions and Tasks -- Further Reading

9. Building a Listening Curriculum
Teaching and Learning L2 Listening -- Process-Oriented Listening Instruction -- Metacognitive Pedagogical Sequence for Listening -- Process-Based Listening with Reflections and Discussions -- Task-Based Metacognitive Instruction for Listening -- Scaffolded Extensive Listening Projects and Assignments -- Becoming Strategic L2 Listeners -- Curricular and Instructional Principles for L2 Listening -- Chapter Summary -- Discussion Questions -- Further Reading

10. Listening: Instructional activities and assessment options
Designing Instructional Activities -- Planning Lessons and Learning Units for Listening -- Assessment Options for Listening -- Chapter Summary -- Discussion Questions -- Further Reading

SECTION 4: INTRODUCTION TO SPEAKING

11. Speaking in a Second Language
What's So Special About Speaking? -- Understanding How Speech Production Works -- What Role Does Speaking Play in Language Learning? -- What Role Does Interaction Play? -- What Role Does Corrective Feedback Play? -- What Role Does Practice Play? -- Chapter Summary -- Discussion Questions -- Further Reading

12. Building an Effective Speaking Curriculum: Guiding Principles
Guideline 1: Use Cooperative Learning Principles to Organize Group Work -- Guideline 2: Use Principles of Task-Based Language Teaching (TBLT) to Plan Speaking Lessons -- Guideline 3: Integrate Rather Than Isolate -- Guideline 4: Look for Intercultural Learning Opportunities -- Guideline 5: Establish Roles for Students' Own Languages in the Classroom -- Guideline 6: Utilize Technology -- Guideline 7: Focus on Learning Opportunities -- Chapter Summary -- Discussion Questions -- Further Reading

13. Speaking Instruction and Assessment: Activities and Options
Goal 1: Developing Clarity in Spoken Communication -- Goal 2: Developing Communicative and Conversational Ease -- Goal 3: Developing Dialogic Reasoning Skills and Negotiating Points of View -- Goal 4: Developing Formal Speaking Skills -- Goal 5: Developing Fluency -- Monitoring and Assessing Speaking -- Chapter Summary -- Discussion Questions -- Further Reading

14. Language Skill Development and EAP: A Reflection on Seven Key Themes
Theme 1: Incorporating Integrated Skills Teaching -- Theme 2: Providing Practice --Theme 3: Developing Fluency -- Theme 4: Building a Collaborative Learning Environment -- Theme 5: Developing the Strategic Language User -- Theme 6: Providing Effective Assessment and Feedback -- Theme 7: Incorporating Technology Chapter Summary

Author Biographies

References

Index

Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill - reading, writing, listening, and speaking - works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practising EAP teachers who want to upgrade their teaching abilities and knowledge bases. (Book Cover)