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u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>15</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>1</span> <span class="ds2-5-body-sm-bold">Books</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Moyra Sweetnam Evans</h3></div><div class="js-work-strip profile--work_container" data-work-id="36194047"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/36194047/Narrative_Film"><img alt="Research paper thumbnail of Narrative Film" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/36194047/Narrative_Film">Narrative Film</a></div><div class="wp-workCard_item"><span>The International Journal of Learning: Annual Review</span><span>, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span 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$('.js-work-strip[data-work-id=36194047]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36194047,"title":"Narrative Film","internal_url":"https://www.academia.edu/36194047/Narrative_Film","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36194046"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36194046/Reading_bilinguals_reading_First_language_use_and_comprehension_monitoring_in_the_reading_of_different_textual_genres"><img alt="Research paper thumbnail of Reading bilinguals reading: First language use and comprehension monitoring in the reading of different textual genres" class="work-thumbnail" src="https://attachments.academia-assets.com/56095198/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36194046/Reading_bilinguals_reading_First_language_use_and_comprehension_monitoring_in_the_reading_of_different_textual_genres">Reading bilinguals reading: First language use and comprehension monitoring in the reading of different textual genres</a></div><div class="wp-workCard_item"><span>New Zealand Studies in Applied Linguistics</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports on the code-switching, strategy use and comprehension monitoring evidenced in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports on the code-switching, strategy use and comprehension monitoring evidenced in the reading recalls and responses of a group of undergraduate students at the University of Otago who have Korean as their first language. The bilingual participants in this project were intentionally given no instructions on how to read five texts written in English, no information about textual genres and no specific tasks to complete while reading the texts, in order that their reading comprehension, recalls and responses would be as undirected as possible. The participants showed a preference for using their first language in the recalls and responses. They were able to distinguish between textual genres, monitor their own comprehension and engage in the kinds of higher-level comprehension processing which some researchers have claimed are not always within the range of second language readers’ skills. They were aware of textual structure and had specific expectations for different genres. The findings that indicate that they made use of their first language, alongside the second language, to comprehend and interpret texts, suggest that second-language teachers might reconsider restrictions on first language use in the second language classroom, especially when requiring learners to respond to and recall written texts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8dead6016436f608522a43daea41afda" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56095198,"asset_id":36194046,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56095198/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36194046"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36194046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36194046; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36194046]").text(description); $(".js-view-count[data-work-id=36194046]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36194046; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36194046']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32432566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32432566/The_effects_of_L1_and_L2_group_discussions_on_L2_reading_comprehension"><img alt="Research paper thumbnail of The effects of L1 and L2 group discussions on L2 reading comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/52626197/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32432566/The_effects_of_L1_and_L2_group_discussions_on_L2_reading_comprehension">The effects of L1 and L2 group discussions on L2 reading comprehension</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://otani.academia.edu/BlakeTurnbull">Blake Turnbull</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/MoyraSweetnamEvans">Moyra Sweetnam Evans</a></span></div><div class="wp-workCard_item"><span>Reading in a Foreign Language</span><span>, Apr 15, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study was to explore the effects of post-reading group discussions in both first ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners' reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="695b591fa76e5ed7955dffe947d90cfd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52626197,"asset_id":32432566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52626197/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32432566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32432566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32432566; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32432566]").text(description); $(".js-view-count[data-work-id=32432566]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32432566; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32432566']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "695b591fa76e5ed7955dffe947d90cfd" } } $('.js-work-strip[data-work-id=32432566]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32432566,"title":"The effects of L1 and L2 group discussions on L2 reading comprehension","internal_url":"https://www.academia.edu/32432566/The_effects_of_L1_and_L2_group_discussions_on_L2_reading_comprehension","owner_id":16254197,"coauthors_can_edit":true,"owner":{"id":16254197,"first_name":"Blake","middle_initials":null,"last_name":"Turnbull","page_name":"BlakeTurnbull","domain_name":"otani","created_at":"2014-09-07T20:06:41.569-07:00","display_name":"Blake Turnbull","url":"https://otani.academia.edu/BlakeTurnbull"},"attachments":[{"id":52626197,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52626197/thumbnails/1.jpg","file_name":"turnbull.pdf","download_url":"https://www.academia.edu/attachments/52626197/download_file","bulk_download_file_name":"The_effects_of_L1_and_L2_group_discussio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52626197/turnbull-libre.pdf?1492238870=\u0026response-content-disposition=attachment%3B+filename%3DThe_effects_of_L1_and_L2_group_discussio.pdf\u0026Expires=1740212994\u0026Signature=YHCcv7zv~0UesMXnfPVmR7nsna3wNpO1QsrJx5PIyUH4B7g35F66yasMit0RzQQL0-XUicDZtAplba0HlaeYz2z948a6wD8y70uGEluBTR1NaqCBUwi0pl7TAVURvsXrtv5NRXViGelC8xE8~wlQ56CJYxNFriv08FQbuL~bGQV~owN31A0OEiFMzLARwqskbC-9mS~UL88CwWLtkK00RdMXfDmYAWJOnfQg~duKntDIHU15IXWl3s~UTHx7~K25KEg83jtRSppPRADilmXLcuzuXpl9OxHKELop2HS6BmGQBw5ty~rFndrnBSTFVqsHuHoBDnj8maBbJtZNcFJ89g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11728056"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11728056/An_undergraduate_TESOL_practicum_in_a_New_Zealand_university"><img alt="Research paper thumbnail of An undergraduate TESOL practicum in a New Zealand university" class="work-thumbnail" src="https://attachments.academia-assets.com/37162861/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11728056/An_undergraduate_TESOL_practicum_in_a_New_Zealand_university">An undergraduate TESOL practicum in a New Zealand university</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter discusses the role of filming, evaluation and feedback in a semester-long TESOL teac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter discusses the role of filming, evaluation and feedback in a semester-long TESOL teacher trainee practicum which is a component of a New Zealand Bachelor degree TESOL minor and also of a graduate diploma in second language teaching offered by a linguistics programme. Both are offered by the linguistics section within a department of English and Linguistics.<br />Teacher training as part of a university programme throws up a number of challenges. If the course is not under the auspices of an education faculty, students cannot be absent from campus for extended practice teaching in local schools, because of their commitments to lectures in other faculties. Nevertheless students still have to acquire teaching skills which require observation, practice, repetition, feedback and importantly, time for reflection.<br />In the practicum outlined here, attempts have been made to meet these challenges in a variety of ways. Opportunities are provided for weekly observations of experienced teachers at a university-owned language school and for weekly teaching of a group of international teenagers on an exchange year at a local polytechnic. Students are filmed as they take their turns at practice teaching and multiple avenues of feedback are afforded throughout the semester<br />Feedback from the students demonstrates that they value the community of trust and camaraderie in the class as they engage in the joint construction of collective knowledge and skills which they will transfer to their own future practices as teachers of English to speakers of other languages</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a63970039c2c6078f2fb85ba62af75f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37162861,"asset_id":11728056,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37162861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11728056"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11728056"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11728056; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857567"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857567/Text_Manipulation_in_the_Teaching_of_Literature_to_ESL_Undergraduates"><img alt="Research paper thumbnail of Text Manipulation in the Teaching of Literature to ESL. Undergraduates" class="work-thumbnail" src="https://attachments.academia-assets.com/34350920/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857567/Text_Manipulation_in_the_Teaching_of_Literature_to_ESL_Undergraduates">Text Manipulation in the Teaching of Literature to ESL. Undergraduates</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An ESL literature course needs to be constructed according to different principles from a mothert...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An ESL literature course needs to be constructed according to different principles from a mothertongue literature course and, because it is a literature course rather than a language course, it cannot only teach the language either.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4bbbbd60672c0d6269b0fc4d3a2b170a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350920,"asset_id":7857567,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350920/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857567"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857567; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7857567]").text(description); $(".js-view-count[data-work-id=7857567]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7857567; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7857567']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4bbbbd60672c0d6269b0fc4d3a2b170a" } } $('.js-work-strip[data-work-id=7857567]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7857567,"title":"Text Manipulation in the Teaching of Literature to ESL. 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Their marked preferences for using Korean, along with their use of codeswitching (CS), suggest they used (and use) their first language in tandem with the second language to comprehend and interpret texts. Their responses indicate that they monitored their comprehension and engaged with textual content, producing both affective and aesthetic responses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0c1271ecf20a98874c8b61889f3a0cfa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350905,"asset_id":7857549,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350905/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857549"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857549"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857549; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7857549]").text(description); $(".js-view-count[data-work-id=7857549]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7857549; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7857549']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0c1271ecf20a98874c8b61889f3a0cfa" } } $('.js-work-strip[data-work-id=7857549]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7857549,"title":"Codeswitching by Korean students in New Zealand","internal_url":"https://www.academia.edu/7857549/Codeswitching_by_Korean_students_in_New_Zealand","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[{"id":34350905,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34350905/thumbnails/1.jpg","file_name":"Code-switching_by_Korean_students_in_New_Zealand_and_lecturers_in_Korea.pdf","download_url":"https://www.academia.edu/attachments/34350905/download_file","bulk_download_file_name":"Codeswitching_by_Korean_students_in_New.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34350905/Code-switching_by_Korean_students_in_New_Zealand_and_lecturers_in_Korea-libre.pdf?1407080145=\u0026response-content-disposition=attachment%3B+filename%3DCodeswitching_by_Korean_students_in_New.pdf\u0026Expires=1740229867\u0026Signature=FiGJCJDTsP7XfTHQn92HSHHARQx0yQSVVG3MlzyPWDCSxejJQUp5kpH0xNdKo9bnansS5xf2VRa7gBuUFdKFqaAqYAIuNXbJ6DdyHBEd6KH~2y22Zg~ERr5KL997nBTqFwZZ1sIBS3GanTlhWqP~u733MxoX-tYY~I-9oF6gNRf6F2LC4qcTZRvIvQnwsva~cLJof90vAWntmBxtlaeS5XHX6TNPPBP7~okkD26oJ2ardCRGvFQh3YOfb-i1QWn9dSgQJopoCM~Ec0QLs1~9x9VPltK~8wO-j-2ZBO9WdcChk4rXDKj2cghCAqyevX~By63aW5bMzvSjShrGQ3lH~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857519/A_narrative_framework_for_comprehending_information_based_texts"><img alt="Research paper thumbnail of A narrative framework for comprehending information-based texts. " class="work-thumbnail" src="https://attachments.academia-assets.com/34350880/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857519/A_narrative_framework_for_comprehending_information_based_texts">A narrative framework for comprehending information-based texts. </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Secondary school learners need to be able to read, comprehend and learn from informationbased tex...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Secondary school learners need to be able to read, comprehend and learn from informationbased texts for their school studies and also for later tertiary study. This can be difficult for first language speakers and even more problematic for students learning in a second language. Since reading comprehension forms the basis for much learning , the ESOL teacher has a useful role to play in channelling English second language learners' efforts towards maximising their comprehension and making the most of their opportunities for learning in educational institutions in New Zealand. I take the position in this paper that narrative elements can usefully serve as access points for the reading and comprehension of information-based texts in the secondary ESOL classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8e8845f28407d85c5da1828be1ec0c8d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350880,"asset_id":7857519,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350880/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857519; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7857519]").text(description); $(".js-view-count[data-work-id=7857519]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7857519; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7857519']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8e8845f28407d85c5da1828be1ec0c8d" } } $('.js-work-strip[data-work-id=7857519]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7857519,"title":"A narrative framework for comprehending information-based texts. ","internal_url":"https://www.academia.edu/7857519/A_narrative_framework_for_comprehending_information_based_texts","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[{"id":34350880,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34350880/thumbnails/1.jpg","file_name":"a_narrative_framework_for_comprehending_information-based_texts.pdf","download_url":"https://www.academia.edu/attachments/34350880/download_file","bulk_download_file_name":"A_narrative_framework_for_comprehending.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34350880/a_narrative_framework_for_comprehending_information-based_texts-libre.pdf?1407080066=\u0026response-content-disposition=attachment%3B+filename%3DA_narrative_framework_for_comprehending.pdf\u0026Expires=1740229867\u0026Signature=cqvArS5D5u8Trh59YzgqzSY~uSDfDFzbO0MDkkhC7Clooonc8GJy8pYkhHsku9PKxNA8uny5AUhPSHs0gRWtnWU3VH7-vDhZk6rIVkBVddGAfTWC0RJRbW-v7Padu22fyOvELhMUO4zi8tjmjGiTFoto9BSFJTjDsvAcFPkEuGgqWtapsK5CwsdoiGDizrCnC2CevaOtqFRhV-COz7L93lz8wil8ZPO9tQgm9AnyGeHMgaYWA7u2bSCBIOQhB8KdSso7mVjneuQj5oWA7jK6278zHEY4XAh-fd3PbENRSEv344K9-Gw9TZWgNiYifwbIqYhYdf9jCNcSFIyo-tafYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857507"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857507/Academic_achievement_underachievement_and_bilingual_multilingual_education_What_the_university_can_contribute"><img alt="Research paper thumbnail of Academic achievement, underachievement and bilingual/multilingual education: What the university can contribute" class="work-thumbnail" src="https://attachments.academia-assets.com/34350873/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857507/Academic_achievement_underachievement_and_bilingual_multilingual_education_What_the_university_can_contribute">Academic achievement, underachievement and bilingual/multilingual education: What the university can contribute</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bilingual education is not without its drawbacks, particularly when it is of the submersion type ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bilingual education is not without its drawbacks, particularly when it is of the submersion type and is effectively not bilingual education at all.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0769a6d9f5b5d309ad6fc84f59cf4cf4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350873,"asset_id":7857507,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350873/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857507"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857507"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857507; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857482/A_case_for_using_first_language_group_discussions_to_facilitate_second_language_reading_comprehension"><img alt="Research paper thumbnail of A case for using first language group discussions to facilitate second language reading comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/34350852/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857482/A_case_for_using_first_language_group_discussions_to_facilitate_second_language_reading_comprehension">A case for using first language group discussions to facilitate second language reading comprehension</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents a case for using first language (L1) group discussions to facilitate reading ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents a case for using first language (L1) group discussions to facilitate reading and enhance comprehension of texts in the second language classroom. It argues that allowing second language (L2) learners to use their first languages in discussions after a first reading of an L2 text, is beneficial for a variety of reasons. It points out that comprehension is a necessary component of all learning and plays a significant role in second language learning. Reading comprehension is also a prerequisite for academic learning. Brief overviews are provided of perspectives on first and second language reading comprehension, followed by a discussion of research findings by the present author on individual preferences for and apparent benefits of using the first language to discuss texts read in the second language. Against the backdrop of evidence of the positive effects of group collaboration, text discussion and the use (by learners), of the first language in second language classrooms, an argument is then made for the use of reading groups to discuss second language texts in the first language in second language classrooms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6aaef48836729357bb3c14604594d1ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350852,"asset_id":7857482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350852/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857482; 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Pragmatics …</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/MoyraSweetnamEvans">Moyra Sweetnam Evans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://warwick.academia.edu/CherylLoi">Cheryl Loi</a></span></div><div class="wp-workCard_item"><span>Journal of pragmatics</span><span>, Jan 1, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22d1121c75e0a8fb8ee5dd63a75f1376" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51281644,"asset_id":705289,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51281644/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="705289"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="705289"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 705289; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=705289]").text(description); $(".js-view-count[data-work-id=705289]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 705289; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='705289']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "22d1121c75e0a8fb8ee5dd63a75f1376" } } $('.js-work-strip[data-work-id=705289]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":705289,"title":"Corrigendum to Cultural differences in the organization of research article introductions from the field of educational psychology: English and Chinese [J. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="705291"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/705291/Metacognitive_reading_skills_in_academic_support_A_transactionist_perspective_of_the_relationship_between_reading_and_learning"><img alt="Research paper thumbnail of Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning" class="work-thumbnail" src="https://attachments.academia-assets.com/46449082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/705291/Metacognitive_reading_skills_in_academic_support_A_transactionist_perspective_of_the_relationship_between_reading_and_learning">Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning</a></div><div class="wp-workCard_item"><span>Tydskrif vir letterkunde</span><span>, Jan 1, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This article argues that metacognitive reading skills are basic to learning across the c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This article argues that metacognitive reading skills are basic to learning across the curriculum and suggests that designers and presenters of academic support programmes would be wise to eschew the teaching of grammar and critical discourse which are common components of academic support programmes, and instead to concentrate on producing programmes which are designed specifically to develop the metacognitive reading skills of underachieving and under-prepared students. Effective reading skills are transferable to many other domains, are a prerequisite for effective writing skills, underpin second-language learning and are fundamental for any academic study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d00b2572b6667a67abb89f0dad254e5d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46449082,"asset_id":705291,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46449082/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="705291"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="705291"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 705291; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Moyra Sweetnam Evans</h3></div><div class="js-work-strip profile--work_container" data-work-id="36194116"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36194116/Language_use_and_language_attitudes_in_multilingual_and_multicultural_South_Africa"><img alt="Research paper thumbnail of Language use and language attitudes in multilingual and multicultural South Africa" class="work-thumbnail" src="https://attachments.academia-assets.com/56095221/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36194116/Language_use_and_language_attitudes_in_multilingual_and_multicultural_South_Africa">Language use and language attitudes in multilingual and multicultural South Africa</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the project reported on here, the researcher conducted focus group discussions with participan...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the project reported on here, the researcher conducted focus group discussions with participants during a fifty-day data-collection trip round South Africa in early 2014, twenty years after the end of the apartheid regime. Participants, who represented most language and ethnic groups in the country and a wide range of ages and educational backgrounds, discoursed on their daily language use, language preferences, factors influencing language choices, code-switching habits and views on the benefits of multilingualism and multi-culturalism. They also presented their views of the current language-in-education policies and their predictions for the long-term future of the languages in the country in general and of their own first languages in particular.  Of special interest are the differing ways in which participants attempt to ensure that their heritage languages are passed on to the next generation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64c8a0b272f7596849f5e253a12f1ac1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56095221,"asset_id":36194116,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56095221/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36194116"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36194116"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36194116; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64c8a0b272f7596849f5e253a12f1ac1" } } $('.js-work-strip[data-work-id=36194116]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36194116,"title":"Language use and language attitudes in multilingual and multicultural South Africa","internal_url":"https://www.academia.edu/36194116/Language_use_and_language_attitudes_in_multilingual_and_multicultural_South_Africa","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[{"id":56095221,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56095221/thumbnails/1.jpg","file_name":"Language_use_and_language_attitudes_in_South_Africa_-_article.pdf","download_url":"https://www.academia.edu/attachments/56095221/download_file","bulk_download_file_name":"Language_use_and_language_attitudes_in_m.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56095221/Language_use_and_language_attitudes_in_South_Africa_-_article-libre.pdf?1521429186=\u0026response-content-disposition=attachment%3B+filename%3DLanguage_use_and_language_attitudes_in_m.pdf\u0026Expires=1740229867\u0026Signature=I48zrC3dCEZqIE66ctq9CjjND1vr9FrHq5Q8ib-LXy6feNX4Td4~~K62snk0mMvMCITadEjH93LoYMAHbUJd8O78KYvl7hUyrexDneK9YmKeJBDpLhztHQjlKQfljnvDa~vsi6yvNOIiEL7kPQeLRXx5HqjbPiMoQ-QmI6fGZXYKS7hOHOK29FagzKDTLOsBXZ80gyWNVoogOiZ~gRRYw0M7AAbPhP2T7A6H8s-xA89Nw-ZDDGt7Z9B-ppLHL3ay8wbMrAWqUXBtTKJr4shps8YWgPdVwNIkwhFjPnbsl4eKKHmLjMWfU7TRVvXspQTuiwUSr3TLB3N1CkH1UVj9Cg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="83047" id="papers"><div class="js-work-strip profile--work_container" data-work-id="36194047"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/36194047/Narrative_Film"><img alt="Research paper thumbnail of Narrative Film" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/36194047/Narrative_Film">Narrative Film</a></div><div class="wp-workCard_item"><span>The International Journal of Learning: Annual Review</span><span>, 2007</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36194047"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36194047"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36194047; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36194047]").text(description); $(".js-view-count[data-work-id=36194047]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36194047; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36194047']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=36194047]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36194047,"title":"Narrative Film","internal_url":"https://www.academia.edu/36194047/Narrative_Film","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36194046"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36194046/Reading_bilinguals_reading_First_language_use_and_comprehension_monitoring_in_the_reading_of_different_textual_genres"><img alt="Research paper thumbnail of Reading bilinguals reading: First language use and comprehension monitoring in the reading of different textual genres" class="work-thumbnail" src="https://attachments.academia-assets.com/56095198/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36194046/Reading_bilinguals_reading_First_language_use_and_comprehension_monitoring_in_the_reading_of_different_textual_genres">Reading bilinguals reading: First language use and comprehension monitoring in the reading of different textual genres</a></div><div class="wp-workCard_item"><span>New Zealand Studies in Applied Linguistics</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports on the code-switching, strategy use and comprehension monitoring evidenced in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports on the code-switching, strategy use and comprehension monitoring evidenced in the reading recalls and responses of a group of undergraduate students at the University of Otago who have Korean as their first language. The bilingual participants in this project were intentionally given no instructions on how to read five texts written in English, no information about textual genres and no specific tasks to complete while reading the texts, in order that their reading comprehension, recalls and responses would be as undirected as possible. The participants showed a preference for using their first language in the recalls and responses. They were able to distinguish between textual genres, monitor their own comprehension and engage in the kinds of higher-level comprehension processing which some researchers have claimed are not always within the range of second language readers’ skills. They were aware of textual structure and had specific expectations for different genres. The findings that indicate that they made use of their first language, alongside the second language, to comprehend and interpret texts, suggest that second-language teachers might reconsider restrictions on first language use in the second language classroom, especially when requiring learners to respond to and recall written texts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8dead6016436f608522a43daea41afda" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56095198,"asset_id":36194046,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56095198/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36194046"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36194046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36194046; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32432566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32432566/The_effects_of_L1_and_L2_group_discussions_on_L2_reading_comprehension"><img alt="Research paper thumbnail of The effects of L1 and L2 group discussions on L2 reading comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/52626197/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32432566/The_effects_of_L1_and_L2_group_discussions_on_L2_reading_comprehension">The effects of L1 and L2 group discussions on L2 reading comprehension</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://otani.academia.edu/BlakeTurnbull">Blake Turnbull</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/MoyraSweetnamEvans">Moyra Sweetnam Evans</a></span></div><div class="wp-workCard_item"><span>Reading in a Foreign Language</span><span>, Apr 15, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study was to explore the effects of post-reading group discussions in both first ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study was to explore the effects of post-reading group discussions in both first (L1) and second (L2) languages on L2 reading comprehension. The participants were fifteen Japanese university students of intermediate-level English. Three cohorts read four English texts and produced individual written recalls. Group 1 (the control group) responded in writing without discussion; group 2 discussed the texts in their L2 (English) before producing written recalls, and group 3 discussed the texts in their L1 (Japanese) before writing their recalls. The findings show that participants in the L1 discussion group used a larger number of higher-order processing and reading strategies than did those in the other two groups, suggesting that L1 group discussions have a positive effect on learners' reading comprehension. The authors make recommendations for teachers to use bilingual teaching strategies and to encourage the strategic use of the L1 in the L2 classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="695b591fa76e5ed7955dffe947d90cfd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52626197,"asset_id":32432566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52626197/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32432566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32432566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32432566; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32432566]").text(description); $(".js-view-count[data-work-id=32432566]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32432566; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32432566']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "695b591fa76e5ed7955dffe947d90cfd" } } $('.js-work-strip[data-work-id=32432566]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32432566,"title":"The effects of L1 and L2 group discussions on L2 reading comprehension","internal_url":"https://www.academia.edu/32432566/The_effects_of_L1_and_L2_group_discussions_on_L2_reading_comprehension","owner_id":16254197,"coauthors_can_edit":true,"owner":{"id":16254197,"first_name":"Blake","middle_initials":null,"last_name":"Turnbull","page_name":"BlakeTurnbull","domain_name":"otani","created_at":"2014-09-07T20:06:41.569-07:00","display_name":"Blake Turnbull","url":"https://otani.academia.edu/BlakeTurnbull"},"attachments":[{"id":52626197,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52626197/thumbnails/1.jpg","file_name":"turnbull.pdf","download_url":"https://www.academia.edu/attachments/52626197/download_file","bulk_download_file_name":"The_effects_of_L1_and_L2_group_discussio.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52626197/turnbull-libre.pdf?1492238870=\u0026response-content-disposition=attachment%3B+filename%3DThe_effects_of_L1_and_L2_group_discussio.pdf\u0026Expires=1740212994\u0026Signature=YHCcv7zv~0UesMXnfPVmR7nsna3wNpO1QsrJx5PIyUH4B7g35F66yasMit0RzQQL0-XUicDZtAplba0HlaeYz2z948a6wD8y70uGEluBTR1NaqCBUwi0pl7TAVURvsXrtv5NRXViGelC8xE8~wlQ56CJYxNFriv08FQbuL~bGQV~owN31A0OEiFMzLARwqskbC-9mS~UL88CwWLtkK00RdMXfDmYAWJOnfQg~duKntDIHU15IXWl3s~UTHx7~K25KEg83jtRSppPRADilmXLcuzuXpl9OxHKELop2HS6BmGQBw5ty~rFndrnBSTFVqsHuHoBDnj8maBbJtZNcFJ89g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="11728056"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11728056/An_undergraduate_TESOL_practicum_in_a_New_Zealand_university"><img alt="Research paper thumbnail of An undergraduate TESOL practicum in a New Zealand university" class="work-thumbnail" src="https://attachments.academia-assets.com/37162861/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11728056/An_undergraduate_TESOL_practicum_in_a_New_Zealand_university">An undergraduate TESOL practicum in a New Zealand university</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter discusses the role of filming, evaluation and feedback in a semester-long TESOL teac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter discusses the role of filming, evaluation and feedback in a semester-long TESOL teacher trainee practicum which is a component of a New Zealand Bachelor degree TESOL minor and also of a graduate diploma in second language teaching offered by a linguistics programme. Both are offered by the linguistics section within a department of English and Linguistics.<br />Teacher training as part of a university programme throws up a number of challenges. If the course is not under the auspices of an education faculty, students cannot be absent from campus for extended practice teaching in local schools, because of their commitments to lectures in other faculties. Nevertheless students still have to acquire teaching skills which require observation, practice, repetition, feedback and importantly, time for reflection.<br />In the practicum outlined here, attempts have been made to meet these challenges in a variety of ways. Opportunities are provided for weekly observations of experienced teachers at a university-owned language school and for weekly teaching of a group of international teenagers on an exchange year at a local polytechnic. Students are filmed as they take their turns at practice teaching and multiple avenues of feedback are afforded throughout the semester<br />Feedback from the students demonstrates that they value the community of trust and camaraderie in the class as they engage in the joint construction of collective knowledge and skills which they will transfer to their own future practices as teachers of English to speakers of other languages</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0a63970039c2c6078f2fb85ba62af75f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37162861,"asset_id":11728056,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37162861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11728056"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11728056"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11728056; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857567"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857567/Text_Manipulation_in_the_Teaching_of_Literature_to_ESL_Undergraduates"><img alt="Research paper thumbnail of Text Manipulation in the Teaching of Literature to ESL. Undergraduates" class="work-thumbnail" src="https://attachments.academia-assets.com/34350920/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857567/Text_Manipulation_in_the_Teaching_of_Literature_to_ESL_Undergraduates">Text Manipulation in the Teaching of Literature to ESL. Undergraduates</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">An ESL literature course needs to be constructed according to different principles from a mothert...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">An ESL literature course needs to be constructed according to different principles from a mothertongue literature course and, because it is a literature course rather than a language course, it cannot only teach the language either.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4bbbbd60672c0d6269b0fc4d3a2b170a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350920,"asset_id":7857567,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350920/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857567"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857567; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7857567]").text(description); $(".js-view-count[data-work-id=7857567]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7857567; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7857567']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4bbbbd60672c0d6269b0fc4d3a2b170a" } } $('.js-work-strip[data-work-id=7857567]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7857567,"title":"Text Manipulation in the Teaching of Literature to ESL. 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Their marked preferences for using Korean, along with their use of codeswitching (CS), suggest they used (and use) their first language in tandem with the second language to comprehend and interpret texts. Their responses indicate that they monitored their comprehension and engaged with textual content, producing both affective and aesthetic responses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0c1271ecf20a98874c8b61889f3a0cfa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350905,"asset_id":7857549,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350905/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857549"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857549"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857549; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7857549]").text(description); $(".js-view-count[data-work-id=7857549]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7857549; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7857549']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0c1271ecf20a98874c8b61889f3a0cfa" } } $('.js-work-strip[data-work-id=7857549]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7857549,"title":"Codeswitching by Korean students in New Zealand","internal_url":"https://www.academia.edu/7857549/Codeswitching_by_Korean_students_in_New_Zealand","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[{"id":34350905,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34350905/thumbnails/1.jpg","file_name":"Code-switching_by_Korean_students_in_New_Zealand_and_lecturers_in_Korea.pdf","download_url":"https://www.academia.edu/attachments/34350905/download_file","bulk_download_file_name":"Codeswitching_by_Korean_students_in_New.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34350905/Code-switching_by_Korean_students_in_New_Zealand_and_lecturers_in_Korea-libre.pdf?1407080145=\u0026response-content-disposition=attachment%3B+filename%3DCodeswitching_by_Korean_students_in_New.pdf\u0026Expires=1740229867\u0026Signature=FiGJCJDTsP7XfTHQn92HSHHARQx0yQSVVG3MlzyPWDCSxejJQUp5kpH0xNdKo9bnansS5xf2VRa7gBuUFdKFqaAqYAIuNXbJ6DdyHBEd6KH~2y22Zg~ERr5KL997nBTqFwZZ1sIBS3GanTlhWqP~u733MxoX-tYY~I-9oF6gNRf6F2LC4qcTZRvIvQnwsva~cLJof90vAWntmBxtlaeS5XHX6TNPPBP7~okkD26oJ2ardCRGvFQh3YOfb-i1QWn9dSgQJopoCM~Ec0QLs1~9x9VPltK~8wO-j-2ZBO9WdcChk4rXDKj2cghCAqyevX~By63aW5bMzvSjShrGQ3lH~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857519"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857519/A_narrative_framework_for_comprehending_information_based_texts"><img alt="Research paper thumbnail of A narrative framework for comprehending information-based texts. " class="work-thumbnail" src="https://attachments.academia-assets.com/34350880/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857519/A_narrative_framework_for_comprehending_information_based_texts">A narrative framework for comprehending information-based texts. </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Secondary school learners need to be able to read, comprehend and learn from informationbased tex...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Secondary school learners need to be able to read, comprehend and learn from informationbased texts for their school studies and also for later tertiary study. This can be difficult for first language speakers and even more problematic for students learning in a second language. Since reading comprehension forms the basis for much learning , the ESOL teacher has a useful role to play in channelling English second language learners' efforts towards maximising their comprehension and making the most of their opportunities for learning in educational institutions in New Zealand. I take the position in this paper that narrative elements can usefully serve as access points for the reading and comprehension of information-based texts in the secondary ESOL classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8e8845f28407d85c5da1828be1ec0c8d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350880,"asset_id":7857519,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350880/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857519"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857519"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857519; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7857519]").text(description); $(".js-view-count[data-work-id=7857519]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7857519; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7857519']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8e8845f28407d85c5da1828be1ec0c8d" } } $('.js-work-strip[data-work-id=7857519]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7857519,"title":"A narrative framework for comprehending information-based texts. ","internal_url":"https://www.academia.edu/7857519/A_narrative_framework_for_comprehending_information_based_texts","owner_id":39770,"coauthors_can_edit":false,"owner":{"id":39770,"first_name":"Moyra","middle_initials":"","last_name":"Sweetnam Evans","page_name":"MoyraSweetnamEvans","domain_name":"otago","created_at":"2009-04-17T18:24:41.364-07:00","display_name":"Moyra Sweetnam Evans","url":"https://otago.academia.edu/MoyraSweetnamEvans"},"attachments":[{"id":34350880,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34350880/thumbnails/1.jpg","file_name":"a_narrative_framework_for_comprehending_information-based_texts.pdf","download_url":"https://www.academia.edu/attachments/34350880/download_file","bulk_download_file_name":"A_narrative_framework_for_comprehending.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34350880/a_narrative_framework_for_comprehending_information-based_texts-libre.pdf?1407080066=\u0026response-content-disposition=attachment%3B+filename%3DA_narrative_framework_for_comprehending.pdf\u0026Expires=1740229867\u0026Signature=cqvArS5D5u8Trh59YzgqzSY~uSDfDFzbO0MDkkhC7Clooonc8GJy8pYkhHsku9PKxNA8uny5AUhPSHs0gRWtnWU3VH7-vDhZk6rIVkBVddGAfTWC0RJRbW-v7Padu22fyOvELhMUO4zi8tjmjGiTFoto9BSFJTjDsvAcFPkEuGgqWtapsK5CwsdoiGDizrCnC2CevaOtqFRhV-COz7L93lz8wil8ZPO9tQgm9AnyGeHMgaYWA7u2bSCBIOQhB8KdSso7mVjneuQj5oWA7jK6278zHEY4XAh-fd3PbENRSEv344K9-Gw9TZWgNiYifwbIqYhYdf9jCNcSFIyo-tafYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857507"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857507/Academic_achievement_underachievement_and_bilingual_multilingual_education_What_the_university_can_contribute"><img alt="Research paper thumbnail of Academic achievement, underachievement and bilingual/multilingual education: What the university can contribute" class="work-thumbnail" src="https://attachments.academia-assets.com/34350873/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857507/Academic_achievement_underachievement_and_bilingual_multilingual_education_What_the_university_can_contribute">Academic achievement, underachievement and bilingual/multilingual education: What the university can contribute</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bilingual education is not without its drawbacks, particularly when it is of the submersion type ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bilingual education is not without its drawbacks, particularly when it is of the submersion type and is effectively not bilingual education at all.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0769a6d9f5b5d309ad6fc84f59cf4cf4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350873,"asset_id":7857507,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350873/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857507"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857507"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857507; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7857482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7857482/A_case_for_using_first_language_group_discussions_to_facilitate_second_language_reading_comprehension"><img alt="Research paper thumbnail of A case for using first language group discussions to facilitate second language reading comprehension" class="work-thumbnail" src="https://attachments.academia-assets.com/34350852/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7857482/A_case_for_using_first_language_group_discussions_to_facilitate_second_language_reading_comprehension">A case for using first language group discussions to facilitate second language reading comprehension</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper presents a case for using first language (L1) group discussions to facilitate reading ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper presents a case for using first language (L1) group discussions to facilitate reading and enhance comprehension of texts in the second language classroom. It argues that allowing second language (L2) learners to use their first languages in discussions after a first reading of an L2 text, is beneficial for a variety of reasons. It points out that comprehension is a necessary component of all learning and plays a significant role in second language learning. Reading comprehension is also a prerequisite for academic learning. Brief overviews are provided of perspectives on first and second language reading comprehension, followed by a discussion of research findings by the present author on individual preferences for and apparent benefits of using the first language to discuss texts read in the second language. Against the backdrop of evidence of the positive effects of group collaboration, text discussion and the use (by learners), of the first language in second language classrooms, an argument is then made for the use of reading groups to discuss second language texts in the first language in second language classrooms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6aaef48836729357bb3c14604594d1ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34350852,"asset_id":7857482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34350852/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7857482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7857482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7857482; 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Pragmatics …</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/MoyraSweetnamEvans">Moyra Sweetnam Evans</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://warwick.academia.edu/CherylLoi">Cheryl Loi</a></span></div><div class="wp-workCard_item"><span>Journal of pragmatics</span><span>, Jan 1, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22d1121c75e0a8fb8ee5dd63a75f1376" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51281644,"asset_id":705289,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51281644/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="705289"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="705289"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 705289; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=705289]").text(description); $(".js-view-count[data-work-id=705289]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 705289; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='705289']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "22d1121c75e0a8fb8ee5dd63a75f1376" } } $('.js-work-strip[data-work-id=705289]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":705289,"title":"Corrigendum to Cultural differences in the organization of research article introductions from the field of educational psychology: English and Chinese [J. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="705291"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/705291/Metacognitive_reading_skills_in_academic_support_A_transactionist_perspective_of_the_relationship_between_reading_and_learning"><img alt="Research paper thumbnail of Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning" class="work-thumbnail" src="https://attachments.academia-assets.com/46449082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/705291/Metacognitive_reading_skills_in_academic_support_A_transactionist_perspective_of_the_relationship_between_reading_and_learning">Metacognitive reading skills in academic support: A transactionist perspective of the relationship between reading and learning</a></div><div class="wp-workCard_item"><span>Tydskrif vir letterkunde</span><span>, Jan 1, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT This article argues that metacognitive reading skills are basic to learning across the c...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT This article argues that metacognitive reading skills are basic to learning across the curriculum and suggests that designers and presenters of academic support programmes would be wise to eschew the teaching of grammar and critical discourse which are common components of academic support programmes, and instead to concentrate on producing programmes which are designed specifically to develop the metacognitive reading skills of underachieving and under-prepared students. 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Participants, who represented most language and ethnic groups in the country and a wide range of ages and educational backgrounds, discoursed on their daily language use, language preferences, factors influencing language choices, code-switching habits and views on the benefits of multilingualism and multi-culturalism. They also presented their views of the current language-in-education policies and their predictions for the long-term future of the languages in the country in general and of their own first languages in particular.  Of special interest are the differing ways in which participants attempt to ensure that their heritage languages are passed on to the next generation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64c8a0b272f7596849f5e253a12f1ac1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56095221,"asset_id":36194116,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56095221/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36194116"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36194116"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36194116; 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