An argument for young adult literature in the university ESL classroom

Cardinal Scholar

Show simple item record

dc.contributor.advisor Stallings, Lynne M. Ellsworth, Christine P. 2011-08-15T17:58:43Z 2011-08-16T05:30:12Z 2011-07-23 2011-07-23
dc.description.abstract The main focus of this project is to design and implement a reading course that works towards inspiring ELs to want to read in English. In my project I design and implement an intermediate reading course that uses young adult literature as a primary source of input for the students. Materials and lesson plans are designed with young adult texts, using the research behind Extensive Reading and Reader-Response Theory. Students read one novel as a class and a second novel of their choice. The young adult novels are the bulk of the material taught and are used to teach both reading fluency and reading skills. Throughout the course data is gathered by questionnaires, reading journals, and instructor observation notes. The data analysis suggests that students enjoyed the class and found the materials motivating and interesting. Data also suggests that students were encouraged to continue reading on their own after the class was finished. en_US
dc.description.sponsorship Department of English
dc.subject.lcsh Young adult literature, American.
dc.subject.lcsh Reading (Higher education)
dc.subject.other English language -- Study and teaching -- United States -- Foreign speakers.
dc.title An argument for young adult literature in the university ESL classroom en_US
dc.title.alternative Argument for young adult literature in the adult ESL classroom
dc.type Creative project (M.A.), 3 hrs. Thesis (M.A.) en_US 2011-08-16

Files in this item

This item appears in the following Collection(s)

  • Creative Projects [3230]
    Creative projects submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account