Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor
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Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiaryEnglish preparatory classes, to lay strong foundations for academic literacy, it is necessary to build awell-structured framework for academic reading instruction. One means of doing this is exploringthe pedagogical views and practices of experienced teachers. This qualitative case study focuses on ahighly experienced English instructor with established records of success and investigates theparticipant’s views about academic reading instruction, her academic reading instruction practices,and the extent of consistency between her views and practices. The instructor has forty-one years ofteaching experience, was given the Excellence in Teaching Award by her institution and is an activedigital immigrant with two educational blogs. The research reveals an in-depth analysis of theinstructor’s multiple subjectivities in academic reading instruction and the details about herinvestment in learning. The data were collected by semi-structured interviews, teacher’s blog postsand journal, and classroom observations and analyzed via thematic analysis. The findings displayedthat the instructor believes in the significance of construction and activation of students’ backgroundknowledge as well as teacher and student motivation for successful reading. She reported teachingand practicing a number of pre-, while- and post-reading strategies. The reading instruction practicesof the instructor displayed full compatibility with her concerning views. The study has significantimplications for contexts teaching English for academic purposes (EAP) and concludes thatexperienced L2 teachers may apply effective teaching practices and serve as examples for theircolleagues.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
20
