2 December 2015

MinneTESOL Journal, (2015), Vol. 31(Issue 2)

Differences in L1 and L2 Graduate Students’ Imagined University-Level Reading Instruction

This article summarizes differences between American and Chinese graduate students when asked to imagine their future reading instruction. Training future teachers to teach reading is important and challenging, yet research and theorization of native English speakers and university-level reading is largely ignored in…