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‘I read, I don’t understand’ refugees coping with academic reading

‘I read, I don’t understand’ refugees coping with academic reading

 Hirano, Eliana.
 2015.
 p. 178-187. Oxford University Press. English ISSN: 09510893
Ngôn ngữAcademic readingAmerican high schoolsQualitative proceduresInternational students
Tác giả CN Hirano, Eliana.
Nhan đề ‘I read, I don’t understand’: refugees coping with academic reading / Eliana Hirano.
Thông tin xuất bản 2015.
Mô tả vật lý p. 178-187.
Tùng thư Oxford University Press.
Tóm tắt This article investigates the experience of seven refugee students with academic reading during their first year of college, with a focus on the challenges they faced completing assigned readings and the strategies they used to cope with these challenges. Although the participants graduated from American high schools, they were not considered ‘college-ready’, according to their scores in standardized exams. Data were collected over two semesters through interviews with participants and faculty, class observations, and written documents such as assigned readings. Data analysis followed qualitative procedures. Findings show that all seven participants were able to cope with academic reading in first-year college, despite the numerous difficulties they faced. This article has implications for college instructors teaching not only refugee students but also teaching any of the growing number of international students currently attending higher education worldwide.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Academic reading
Từ khóa tự do American high schools
Từ khóa tự do Qualitative procedures
Từ khóa tự do International students
Nguồn trích ELT journal.- 2015, Vol. 69, No.2
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a This article investigates the experience of seven refugee students with academic reading during their first year of college, with a focus on the challenges they faced completing assigned readings and the strategies they used to cope with these challenges. Although the participants graduated from American high schools, they were not considered ‘college-ready’, according to their scores in standardized exams. Data were collected over two semesters through interviews with participants and faculty, class observations, and written documents such as assigned readings. Data analysis followed qualitative procedures. Findings show that all seven participants were able to cope with academic reading in first-year college, despite the numerous difficulties they faced. This article has implications for college instructors teaching not only refugee students but also teaching any of the growing number of international students currently attending higher education worldwide.
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