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| Foundations | |
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| Defining L2 Student Audiences | |
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| History of Second Language Higher Education: Teaching and Research | |
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| Different Student Audiences: Three Stories | |
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| Defining the Audiences | |
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| A Conceptual Framework | |
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| International Students | |
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| Dividing Late-Arriving and Early-Arriving Resident L2 Students | |
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| Late-Arriving Resident Students | |
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| Early-Arriving Resident Students | |
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| Questions for Reflection and Discussion | |
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| Chapter Endnotes | |
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| Academic Language and Literacy and the Different L2 Student Audiences | |
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| Academic Language: An Overview | |
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| Linguistic Dimension | |
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| Cognitive Dimension | |
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| Sociocultural/Psychological Dimension | |
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| Academic Language: Summary | |
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| The Three L2 Student Audiences and Academic Language/Literacy Skills | |
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| Formal vs. Everyday Language Knowledge: "Eye" Learners | |
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| Formal vs. Everyday Language Knowledge: "Ear" Learners | |
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| Distinctions among "Ear" Learners | |
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| Specific Language Skills: Listening/Speaking | |
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| Specific Language Skills: Reading | |
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| Specific Language Skills: Writing | |
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| Second Language Writers: Generalizations from Previous Research | |
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| Writing Issues across the Three L2 Student Audiences | |
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| Questions for Reflection and Discussion | |
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| Chapter Endnotes | |
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| Implications | |
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| Different Students Audiences and Programmatic Issues | |
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| Curricular and Placement | |
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| Curricular Questions: ESL or Mainstream Courses? | |
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| Curricular Questions: Which ESL Course? | |
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| Placement Issues: Identification of L2 Students | |
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| Placement Issues: Mechanisms | |
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| Placement Issues: Student Choice | |
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| Placement Issues: Who Decides? | |
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| Assessment | |
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| What Type(s) of Assessments? | |
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| What Skills Are Assessed? | |
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| Alternative Assessment Options | |
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| Who Should Score L2 Student Writing? | |
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| Assessment: Summary | |
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| Teacher Preparation | |
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| Teachers of Multilingual/L2 Writing Classes | |
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| Teachers of Mainstream Composition Courses | |
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| Teachers of Courses in the Disciplines | |
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| Questions for Reflection and Discussion | |
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| Chapter Endnotes | |
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| Appendix: Sample Student Questionnaire | |
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| Different L2 Audiences and Course Design Options | |
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| Topics and Initial Assumptions | |
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| Needs Analysis | |
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| Goal-Setting | |
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| Historical Approaches to Teaching L2 Writing | |
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| General Characteristics of L2 Student Writers | |
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| Course Goals for the Different L2 Audiences | |
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| Balancing the Needs of Different Student Audiences | |
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| Tasks and Topics | |
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| Tasks | |
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| Topics | |
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| Materials Selection | |
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| Extensive Reading | |
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| Textbooks, Handbooks, and Other Materials | |
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| Specific Language Instruction | |
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| Treatment of Error | |
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| Academic Language Development | |
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| Classroom Assessment and Grading Practices | |
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| Considerations for "Mixed" (Manistream and Multilingual) Classes | |
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| Specific Considerations for International Students | |
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| Questions for Reflection and Discussion | |
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| Chapter Endnotes | |
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| Different L2 Audiences and Considerations for Classroom Instruction | |
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| Interaction Patterns | |
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| Overview Of Issues | |
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| Teacher-Student Classroom Interactions | |
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| Teacher-Student Out-of-Class Interactions | |
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| Student-Student Interactions | |
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| Academic Language Development | |
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| Vocabulary Knowledge | |
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| Developing Reading and Writing Strategies and Processes | |
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| Feedback | |
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| Feedback Purposes | |
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| Content and Form of Feedback | |
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| Feedback Delivery Methods | |
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| Additional Support | |
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| Considerations for "Mixed" (Mainstream and Multilingual) Classes | |
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| Questions for Reflection and Discussion | |
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| Chapter Endnotes | |
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| Applications | |
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| Serving Diverse L2 Student Audiences: Where Do We Go from Here? | |
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| Students' Own Voices | |
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| Current Models | |
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| Innovative Course Options | |
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| Support Services | |
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| Faculty Collaboration | |
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| Going Forward: Guiding Principles and Recommendations | |
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| Course Options | |
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| Support Services | |
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| Student Identification and Placement | |
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| Assessment | |
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| Teacher Preparation | |
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| Further Research on Diverse L2 Student Audiences | |
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| Questions for Reflection and Discussion | |
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| Chapter Endnotes | |
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| Appendix: Survey Questions | |
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| Postscript: A Plea for Greater Collaboration among Writing Professionals | |
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| Postscript Endnote | |
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| References | |
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| Index | |