1887
Volume 9, Issue 1-2
  • ISSN 2211-7245
  • E-ISSN: 2211-7253

Abstract

Abstract

In this research note we argue that reading lessons for the subject of English in Dutch pre-university education require adjustments. Currently, these lessons do not prepare students well for university reading. Too often, lessons emphasize searching for information, the dominant skill to pass the school exit exam. Instead, students would benefit much more from instruction on reading to learn and critical reading, which are important university skills. Moreover, the expository texts for English classes generally concern school subjects instead of genuine English content such as linguistics. To address these problems, we are in the process of developing an academic reading course focussing on linguistic topics to enhance students’ academic readiness, while at the same time adding depth and content to the subject of English in Dutch pre-university education. An empirical study to evaluate the effectiveness of this course will follow.

Available under the CC BY 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/dujal.19042.gro
2021-02-02
2021-10-18
Loading full text...

Full text loading...

/deliver/fulltext/dujal.19042.gro.html?itemId=/content/journals/10.1075/dujal.19042.gro&mimeType=html&fmt=ahah

References

  1. Cito
    Cito (2010) Resultaten PISA-2009 in vogelvlucht: Praktische kennis en vaardigheden van 15-jarigen. Retrieved fromhttps://www.cito.nl/-/media/Files/kennis-en-innovatie-onderzoek/pisa/cito_pisa_vogelvlucht_2009.pdf?la=nl-NL
    [Google Scholar]
  2. Dale, L. , Van der Es, W. , & Tanner, R.
    (2010) CLIL skills: Book on methodology for subject teachers in bilingual education. Leiden: Expertisecentrum Moderne Vreemde Talen.
    [Google Scholar]
  3. De Chazal, E.
    (2017) English for academic purposes. Oxford: Oxford University Press.
    [Google Scholar]
  4. Duke, N. K. , & Pearson, P. D.
    (2002) Effective practices for developing reading comprehension. In A. E. Farstrup , & S. J. Samuels (Eds.), What research has to say about reading instruction (pp.205–242). Newark, DE: International Reading Association.
    [Google Scholar]
  5. Fisher, D. , & Frey, N.
    (2014) Close reading and writing from sources. Newark, DE: International Reading Association.
    [Google Scholar]
  6. Grabe, W. , & Stoller, F. L.
    (2011) Teaching and researching reading (2de ed.). Harlow: Pearson Education.
    [Google Scholar]
  7. Hoeflaak, A.
    (2012) Hoe transparant zijn de examens leesvaardigheid? Een reactie op “Samenvatten in het vreemdetalenonderwijs.” Levende Talen Magazine, 99(3), 18–22.
    [Google Scholar]
  8. Isakson, R. L. , & Isakson, M. B.
    (2017) Preparing college students to learn more from academic texts through metacognitive awareness of reading strategies. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp.155–176). Lanham, Maryland: Rowman & Littlefield.
    [Google Scholar]
  9. McNamara, D. S.
    (2007) Reading comprehension strategies: Theories, interventions and technologies. Mahway, NJ: Lawrence Erlbaum Associates. 10.4324/9780203810033
    https://doi.org/10.4324/9780203810033 [Google Scholar]
  10. Meesterschapsteam Moderne Vreemde Talen
    Meesterschapsteam Moderne Vreemde Talen (2018) Visie op de toekomst van het curriculum moderne vreemde talen. Retrieved fromhttps://modernevreemdetalen.vakdidactiekgw.nl/wp-content/uploads/sites/6/2018/03/Aanbevelingstekst-MT-MVT.pdf
    [Google Scholar]
  11. Mokhtari, K. , & Reichard, C.
    (2008) The impact of reading purpose on the use of reading strategies. In K. Mokhtari , & R. Sheorey (Eds.), Reading strategies of first and second language learners: See how they read (pp.85–98). Norwood, MA: Christopher-Gordon Publishers.
    [Google Scholar]
  12. Nationaal Platform voor de Talen
    Nationaal Platform voor de Talen (2019) Nationaal Platform voor de Talen. Retrieved fromhttps://platformtalen.nl/activiteiten/
    [Google Scholar]
  13. Osborne, J.
    (2010) Arguing to learn in science: The role of collaborative critical discourse. Science, 328(5977), 463–466. 10.1126/science.1183944
    https://doi.org/10.1126/science.1183944 [Google Scholar]
  14. Porter-O’Donnell, C.
    (2004) Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93(5), 82–89. 10.2307/4128941
    https://doi.org/10.2307/4128941 [Google Scholar]
  15. SLO
    SLO (2018) Engels en moderne vreemde talen: Meewerken aan het onderwijs van morgen. Retrieved fromhttps://slo.nl/@7630/startnotitie-engels/
    [Google Scholar]
  16. Van den Broek, P.
    (2010) Using texts in science education: Cognitive processes and knowledge representation. Science, 328(5977), 453–456. 10.1126/science.1182594
    https://doi.org/10.1126/science.1182594 [Google Scholar]
  17. Van de Wetering, T. , & Groenendijk, R.
    (2015) Van toetsgerichte lezers naar zelfstandige, analytische lezers: Geen trucje maar een vaardigheid. Levende Talen Magazine, 102(2), 4–8.
    [Google Scholar]
  18. Westhoff, G.
    (2012) Mesten en meten in leesvaardigheidstraining: Leesvaardigheidstraining en examentraining zijn twee verschillende dingen. Levende Talen Magazine, 4(99), 17–20.
    [Google Scholar]
  19. Wierda-Boer, H.
    (2008) Aansluiting Engels. Een onderzoek naar de aansluitings problematiek van het vwo-vak Engels met de universiteit. Nijmegen: IOWO.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/dujal.19042.gro
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error