The Internet and Second Language Reading and Writing as Sociolinguistic and Psycholinguistic Processes
Abstract
According to Eskey (1993, 2002), second language (L2) reading and writing teachers have a dual role: teaching reading and writing as sociocultural practice and as a psycholinguistic process. The former involves motivating students to read and write and the latter involves helping students to develop strategic competence. This article argues that Eskey’s views are relevant to the teaching of reading and writing using the Internet. The article describes the theoretical rationales for integrating instruction on the Internet into the English for Academic Purposes (EAP) classroom and presents the pedagogical principles relied upon to integrate the Internet into the EAP classroom. The article concludes with a discussion of implications for the classroom.