Document Type
Book Chapter
Original Publication Date
2019
Journal/Book/Conference Title
Improving Library Services in Support of International Students and English as a Second Language Learners
First Page
75
Last Page
84
Date of Submission
October 2019
Abstract
According to the Institute of International Education's Open Doors report, the number of international students studying in the United States exceeded one million for the first time in 2016. Many of these students have insufficient command of the English language to pass the TOEFL or IELTS examinations required for enrollment at U.S. institutions of higher education, and as a result, programs designed to teach proficiency in the English language have been developed at some of these universities. In addition to English grammar and vocabulary, some programs also seek to acculturate students to Western academic norms such as critical thinking, academic integrity, and the paper-writing process to help students be prepared culturally as well as linguistically for American university life.
Source evaluation has become an increasingly fraught topic for domestic and international students alike. Within the context of a lesson plan on this topic, this chapter will discuss the development of learning outcomes; an engaging anticipatory set which connects students’ background knowledge to the topic at hand; choosing readings appropriate for the topic and students’ comprehension level; the constructivist rationale for the main activity; and the logistics (timing, technology, etc.) of planning activities for ELLs versus domestic students.
Recommended Citation
Hodge, M. (2019.) Teaching English Language Learners to Vet Their Sources in the Post-Truth Paradigm. In L. Rod-Welch (Ed.), Improving Library Services in Support of International Students and English as a Second Language (ESL) Learners (pp. 75-84). Chicago, IL: Association of College and Research Libraries.
Rights
CC BY-NC-SA
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Is Part Of
VCU Libraries Faculty and Staff Publications
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Library and Information Science Commons