TRA CỨU
  • Bài trích
  • ‘I read, I don’t understand’: refugees coping with academic reading /
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.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Academic reading
Thuật ngữ không kiểm soát American high schools
Thuật ngữ không kiểm soát Qualitative procedures
Thuật ngữ không kiểm soát International students
Nguồn trích ELT journal.- 2015, Vol. 69, No.2
000 00000nab a2200000 a 4500
00134625
0022
00445062
005202007141442
008150824s2015 enk eng
0091 0
022|a09510893
039|a20200714144231|bhuongnt|y20150824102239|zngant
0410 |aeng
044|aenk
1001 |aHirano, Eliana.
24510|a‘I read, I don’t understand’: refugees coping with academic reading /|cEliana Hirano.
260|c2015.
300|ap. 178-187.
3620 |aVol. 69, No. 2 (April 2015)
490|aOxford University Press.
520|aThis 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.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aAcademic reading
6530 |aAmerican high schools
6530 |aQualitative procedures
6530 |aInternational students
773|tELT journal.|g2015, Vol. 69, No.2
890|a0|b0|c0|d0

Không có liên kết tài liệu số nào