Reading to Learn in a Foreign Language

Acknowledgment List of Contributors Part I: Theoretical foundations 1. Chapter 1: Introduction (Keiko Koda and Junko Yamashita) 2. Chapter 2: Reading to Learn: Why and how content-based instructional frameworks facilitate the process (William Grabe and Fredricka L. Stoller) 3. Chapter 3: Integrated communication skills approach: Reading to learn as a basis for language and content integration (Keiko Koda) Part II: Fostering reading to learn skills in classrooms 4. Chapter 4: Integrating content as a way of promoting students’ involvement and ownership in skill focused instruction (Junko Yamashita) 5. Chapter 5: Cultivating reading to learn skills in fostering oral presentation competence as an essential tool for participating in an increasingly globalized society (Remi Murano) 6. Chapter 6: Challenges for an EFL teacher and basic writers: Negotiating space for change under a rigid curriculum (Kyoko Baba) 7. Chapter 7: Motivating low-intermediate students to use language skills for learning and thinking about American society in project-based EFL instruction (Shingo Ichikawa) 8. Chapter 8: Promoting intrinsic motivation and transcultural competence through IC skills training (Masumi Kojima) 9. Chapter 9: Enhancing lexical sophistication through IC skills training in low-intermediate Chinese as a foreign language in the US (Stanley Zhang and Keiko Koda) 10. Chapter 10: Developing reflective leaners in Chinese as a foreign language in the US (Sihui (Echo) Ke and Keiko Koda) Part III Looking ahead 11. Chapter 11: Benefits and challenges of theory-guided approaches to FL instruction (Junko Yamashita and Keiko Koda) Index