Reading comprehension: English language learners

Abstract

This project was undertaken to examine English language teachers' approach to teaching reading comprehension to diverse English language learners, including the all encompassing effects of the socio-cultural perspective and the cultural funds of knowledge. Observation of the literature revealed a need for explicit, multifacted and authentic specific English langauge learner pedagogical practices. A number of practical ideas and resources are outlined based on researched theoretical and empirical evidence.