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English Textbooks in Parallel-Language Tertiary Education
KTH, School of Computer Science and Communication (CSC), Speech, Music and Hearing, TMH, Language and Communication.
2011 (English)In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 45, no 2, 313-333 p.Article in journal (Refereed) Published
Abstract [en]

Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.

Place, publisher, year, edition, pages
2011. Vol. 45, no 2, 313-333 p.
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URN: urn:nbn:se:kth:diva-39184DOI: 10.5054/tq.2011.247709ISI: 000291498800005Scopus ID: 2-s2.0-79959440617OAI: oai:DiVA.org:kth-39184DiVA: diva2:439499
Available from: 2011-09-08 Created: 2011-09-08 Last updated: 2017-12-08Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf