Pub Date : 2020-08-06DOI: 10.1080/10790195.2020.1786480
S. Talebi, M. Maghsoudi, A. Khodamoradi
ABSTRACT The current study, which is descriptive and correlational in design, intends to find out if, (a) Iranian university learners of English, Russian, and Arabic as foreign languages have the same patterns of reading strategy awareness and use (RSAU), and (b) their self-perceived reading ability correlates with their RSAU level. English, Russian, and Arabic students took the Metacognitive Awareness Reading Strategy Inventory and rated their reading ability in their own majors. Analysis of data showed that students of Russian and Arabic were at a low level of RSAU while students of English were at the medium level, and self-perceived reading ability did not correlate with RSAU for the three groups. It seems in the Iranian educational system learners of different foreign languages have different and at the same time poor to moderate strategic reading competence.
{"title":"Perceived Reading Strategy Awareness and Use (RSAU) and Reading Ability across Foreign Language Disciplines at the University Level","authors":"S. Talebi, M. Maghsoudi, A. Khodamoradi","doi":"10.1080/10790195.2020.1786480","DOIUrl":"https://doi.org/10.1080/10790195.2020.1786480","url":null,"abstract":"ABSTRACT The current study, which is descriptive and correlational in design, intends to find out if, (a) Iranian university learners of English, Russian, and Arabic as foreign languages have the same patterns of reading strategy awareness and use (RSAU), and (b) their self-perceived reading ability correlates with their RSAU level. English, Russian, and Arabic students took the Metacognitive Awareness Reading Strategy Inventory and rated their reading ability in their own majors. Analysis of data showed that students of Russian and Arabic were at a low level of RSAU while students of English were at the medium level, and self-perceived reading ability did not correlate with RSAU for the three groups. It seems in the Iranian educational system learners of different foreign languages have different and at the same time poor to moderate strategic reading competence.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"173 - 192"},"PeriodicalIF":0.0,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1786480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42517186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-04DOI: 10.1080/10790195.2020.1791279
K. Gregory, Thomas W. Bean
ABSTRACT This case study investigated disciplinary literacy specific to the trades from a sociocultural perspective. Four community college faculty (diesel marine technology, mechatronics, and mathematics) participated in a disciplinary literacy learning community where they unpacked the discourse of their discipline, identified what it meant to be a member of their discipline, enhanced an assignment to address disciplinary literacy, and reflected on their experiences. We used open and axial coding and constant comparative analysis to analyze focus group interviews, faculty reflective journals, enhanced assignments, session documents, and researcher observations. The findings revealed that faculty strengthened their understanding of the role of literacy in their courses, used their discipline’s discourse to inform instruction, and implemented specific literacy practices to support students toward being insiders of the field.
{"title":"Trades-Based Literacy: Community College Faculty’s Exploration of Disciplinary Literacy","authors":"K. Gregory, Thomas W. Bean","doi":"10.1080/10790195.2020.1791279","DOIUrl":"https://doi.org/10.1080/10790195.2020.1791279","url":null,"abstract":"ABSTRACT This case study investigated disciplinary literacy specific to the trades from a sociocultural perspective. Four community college faculty (diesel marine technology, mechatronics, and mathematics) participated in a disciplinary literacy learning community where they unpacked the discourse of their discipline, identified what it meant to be a member of their discipline, enhanced an assignment to address disciplinary literacy, and reflected on their experiences. We used open and axial coding and constant comparative analysis to analyze focus group interviews, faculty reflective journals, enhanced assignments, session documents, and researcher observations. The findings revealed that faculty strengthened their understanding of the role of literacy in their courses, used their discipline’s discourse to inform instruction, and implemented specific literacy practices to support students toward being insiders of the field.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"34 - 57"},"PeriodicalIF":0.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1791279","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48409293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-04DOI: 10.1080/10790195.2020.1795008
Meagan A. Hoff
ABSTRACT For people who have experienced forced migration, postsecondary education provides a way to look forward instead of backward. Despite a high prevalence of college aspirations, refugee-background students are often considered not college-ready. The goal of this study was to understand the literacy practices that refugee-background students used to navigate the literacy expectations of a college program. This article reports findings from a case study with six focal students enrolled in a connected learning program. I uncovered strategies that were indicative of highly proficient readers including posing guiding questions, building schemata, intertextuality, and metacognitive awareness. However, I found little indication that participants evaluated online resources. I discuss these findings in relation to current understandings of college readiness and offer recommendations for institutions of higher education.
{"title":"Looking beyond Language: An Examination of College Literacy Readiness of Students from Refugee Backgrounds","authors":"Meagan A. Hoff","doi":"10.1080/10790195.2020.1795008","DOIUrl":"https://doi.org/10.1080/10790195.2020.1795008","url":null,"abstract":"ABSTRACT For people who have experienced forced migration, postsecondary education provides a way to look forward instead of backward. Despite a high prevalence of college aspirations, refugee-background students are often considered not college-ready. The goal of this study was to understand the literacy practices that refugee-background students used to navigate the literacy expectations of a college program. This article reports findings from a case study with six focal students enrolled in a connected learning program. I uncovered strategies that were indicative of highly proficient readers including posing guiding questions, building schemata, intertextuality, and metacognitive awareness. However, I found little indication that participants evaluated online resources. I discuss these findings in relation to current understandings of college readiness and offer recommendations for institutions of higher education.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"157 - 172"},"PeriodicalIF":0.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1795008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41675855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-23DOI: 10.1080/10790195.2020.1787079
Asao B. Inoue
ABSTRACT In this article, Inoue offers an antiracist reading practice for students in literacy classrooms of all kinds. This practice draws on a number of disciplines in order to help students read in ways that help them see the structural and personal in the judgments they make with and in language as they read. Central to an antiracist reading practice is understanding White language supremacy and how all readers and texts participate in it, even as some struggle against it.
{"title":"Teaching Antiracist Reading","authors":"Asao B. Inoue","doi":"10.1080/10790195.2020.1787079","DOIUrl":"https://doi.org/10.1080/10790195.2020.1787079","url":null,"abstract":"ABSTRACT In this article, Inoue offers an antiracist reading practice for students in literacy classrooms of all kinds. This practice draws on a number of disciplines in order to help students read in ways that help them see the structural and personal in the judgments they make with and in language as they read. Central to an antiracist reading practice is understanding White language supremacy and how all readers and texts participate in it, even as some struggle against it.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"134 - 156"},"PeriodicalIF":0.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1787079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45134150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10790195.2020.1725689
Timothy S. Nelson, Mohammed Albakry
ABSTRACT The availability of corpora has greatly strengthened the possibilities of identifying high-frequency lexical items in a more systematic and objective manner than has typically been used for vocabulary instruction. This article adopts a corpus-based approach to accommodate the vocabulary instructional needs of students enrolled in university reading support courses. The adopted model identifies high-frequency interdisciplinary academic vocabulary and their functions in authentic academic language with the support of the Word and Phrase Tool (WPT). Considering academic vocabulary to be an interrelated feature of academic language, as opposed to a series of isolated items, the instructional model shows how the use of this tool, in connection with a well-designed selection process, can advance the capabilities of instructors while doing justice to the dual necessities of depth and brevity.
{"title":"Building a Corpus-Based Interdisciplinary Vocabulary Model in University Reading Support Courses","authors":"Timothy S. Nelson, Mohammed Albakry","doi":"10.1080/10790195.2020.1725689","DOIUrl":"https://doi.org/10.1080/10790195.2020.1725689","url":null,"abstract":"ABSTRACT The availability of corpora has greatly strengthened the possibilities of identifying high-frequency lexical items in a more systematic and objective manner than has typically been used for vocabulary instruction. This article adopts a corpus-based approach to accommodate the vocabulary instructional needs of students enrolled in university reading support courses. The adopted model identifies high-frequency interdisciplinary academic vocabulary and their functions in authentic academic language with the support of the Word and Phrase Tool (WPT). Considering academic vocabulary to be an interrelated feature of academic language, as opposed to a series of isolated items, the instructional model shows how the use of this tool, in connection with a well-designed selection process, can advance the capabilities of instructors while doing justice to the dual necessities of depth and brevity.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"51 1","pages":"17 - 33"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1725689","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/10790195.2019.1620143
E. Suh
ABSTRACT Generation 1 learners are adult immigrants who first enter the U.S. educational system through adult ESL before transitioning to credit courses. Based on interview and observation data from six Generation 1 learners’ first term in college courses, this taxonomic analysis explores the learners’ expectations of what it means to be a student through studying and follow[ing] the instructor. Findings illustrate learners’ complex understanding of what it means to be a student but that their expectations may not align with faculty expectations. When misalignment occurs, Generation 1 learners can struggle to legitimize their identities as college students and assert their belonging in college classes. The findings suggest implications for expanding researchers’ recognition of culturally and linguistically diverse students and for modifying practice to include stronger communication between faculty and students regarding institutional expectations related to student participation.
{"title":"Lost in Translation: A Taxonomic Analysis of Generation 1 Learner and Faculty Expectations","authors":"E. Suh","doi":"10.1080/10790195.2019.1620143","DOIUrl":"https://doi.org/10.1080/10790195.2019.1620143","url":null,"abstract":"ABSTRACT Generation 1 learners are adult immigrants who first enter the U.S. educational system through adult ESL before transitioning to credit courses. Based on interview and observation data from six Generation 1 learners’ first term in college courses, this taxonomic analysis explores the learners’ expectations of what it means to be a student through studying and follow[ing] the instructor. Findings illustrate learners’ complex understanding of what it means to be a student but that their expectations may not align with faculty expectations. When misalignment occurs, Generation 1 learners can struggle to legitimize their identities as college students and assert their belonging in college classes. The findings suggest implications for expanding researchers’ recognition of culturally and linguistically diverse students and for modifying practice to include stronger communication between faculty and students regarding institutional expectations related to student participation.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"112 - 94"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2019.1620143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47185406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/10790195.2020.1752073
Jeanine L. Williams, S. Felber, Deena Vaughn
{"title":"A Note from the Editorial Team","authors":"Jeanine L. Williams, S. Felber, Deena Vaughn","doi":"10.1080/10790195.2020.1752073","DOIUrl":"https://doi.org/10.1080/10790195.2020.1752073","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"53 - 55"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1752073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45169330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-29DOI: 10.1080/10790195.2020.1750868
M. Carson
{"title":"Appraising Andragogical Perspectives, Contexts, and Approaches: A Review of The Wiley Handbook of Adult Literacy","authors":"M. Carson","doi":"10.1080/10790195.2020.1750868","DOIUrl":"https://doi.org/10.1080/10790195.2020.1750868","url":null,"abstract":"","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"127 - 129"},"PeriodicalIF":0.0,"publicationDate":"2020-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1750868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44285444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-23DOI: 10.1080/10790195.2020.1737596
Tamar Bernfeld
ABSTRACT Discussions regarding the use of multicultural and multilingual texts in classrooms often focus on representation and students’ right to their own language in culturally and linguistically diverse settings. Even when conversations about White privilege occur, linguistic privilege is seldom addressed. This theoretical paper focuses on the use of multicultural and multilingual literature in White, monolingual (English) spaces. The author asks: what is the responsibility of educators who teach in monolingual English, White spaces to disrupt the privileged position of English monolingualism as a taken for granted norm? The author proposes the use of multilingual code-switching in literature as a pedagogical tool for engaging White, monolingual students in deconstruction of their White, monolingual (English) linguistic privilege. This paper suggests that educators’ consideration of multilingual texts in White, monolingual spaces can promote further critical reflection on the pedagogical challenges and possibilities as we engage in the ongoing work of anti-racist pedagogy.
{"title":"El Futuro Es Multilingüe: Moving from Monolingual Resistance to Engagement with Multilingual Texts","authors":"Tamar Bernfeld","doi":"10.1080/10790195.2020.1737596","DOIUrl":"https://doi.org/10.1080/10790195.2020.1737596","url":null,"abstract":"ABSTRACT Discussions regarding the use of multicultural and multilingual texts in classrooms often focus on representation and students’ right to their own language in culturally and linguistically diverse settings. Even when conversations about White privilege occur, linguistic privilege is seldom addressed. This theoretical paper focuses on the use of multicultural and multilingual literature in White, monolingual (English) spaces. The author asks: what is the responsibility of educators who teach in monolingual English, White spaces to disrupt the privileged position of English monolingualism as a taken for granted norm? The author proposes the use of multilingual code-switching in literature as a pedagogical tool for engaging White, monolingual students in deconstruction of their White, monolingual (English) linguistic privilege. This paper suggests that educators’ consideration of multilingual texts in White, monolingual spaces can promote further critical reflection on the pedagogical challenges and possibilities as we engage in the ongoing work of anti-racist pedagogy.","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"113 - 126"},"PeriodicalIF":0.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1737596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42751858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-22DOI: 10.1080/10790195.2020.1750849
Sonya L. Armstrong
ABSTRACT This essay integrates pieces and parts of three recent talks given at three separate professional conferences, all with a common goal of commenting on the future of the field. “The Field” is offered as a placeholder to allow individual members of the community to make connections to their own professional identities. Community wisdom (what “Dev Ed’rs know) is celebrated, “reform” efforts are questioned and critiqued, and recommendations are offered for looking ahead to the future of “The Field.”
{"title":"What’s Been Keeping Me Awake at Night: The Future(?) of “The Field”","authors":"Sonya L. Armstrong","doi":"10.1080/10790195.2020.1750849","DOIUrl":"https://doi.org/10.1080/10790195.2020.1750849","url":null,"abstract":"ABSTRACT This essay integrates pieces and parts of three recent talks given at three separate professional conferences, all with a common goal of commenting on the future of the field. “The Field” is offered as a placeholder to allow individual members of the community to make connections to their own professional identities. Community wisdom (what “Dev Ed’rs know) is celebrated, “reform” efforts are questioned and critiqued, and recommendations are offered for looking ahead to the future of “The Field.”","PeriodicalId":37761,"journal":{"name":"Journal of College Reading and Learning","volume":"50 1","pages":"56 - 69"},"PeriodicalIF":0.0,"publicationDate":"2020-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10790195.2020.1750849","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42221426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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