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.
Highlights
Research has shown that 20% of university students in the Netherlands struggle when reading academic texts in English (Wierda-Boer, 2008)
Reading is the sole proficiency skill tested in the national exam, which means that reading constitutes 50% of the final mark for the school subject of English
Reading to learn tasks are typical of academic and professional settings where readers need to learn information from the text and link the text to their own knowledge bases (Grabe & Stoller, 2011, p. 292). Another reading skill that is indispensable to succeed at university, but which receives little attention at secondary school, is critical reading
Summary
Research has shown that 20% of university students in the Netherlands struggle when reading academic texts in English (Wierda-Boer, 2008). This is a serious issue considering that 90% of academic sources at university are English-medium (SLO, 2018). This number of struggling students is quite high considering the prominent place of reading in the curriculum of pre-university level at Dutch secondary schools (‘VWO’). In contrast to university programmes using texts containing discipline-specific content, many of the expository texts read in English class at secondary school appear random and relate to general subjects (e.g. money, sports, fashion). In this paper we will explore the problems at stake, and offer possible solutions, which provided the basis for Read it!, a disciplinary academic reading course, which will be briefly introduced at the end
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