Abstract
This paper will consider the use of English medium textbooks in bilingual situations and will briefly present the results of a survey of 24 schools in Hong Kong. Language and textual constraints may both inhibit the efficient reading of conten t subject textbooks in school. It will be argued that textbooks are "inconsiderate" in not making rhetorical (top-down) structures clear and that this is a neglected cause of student difficulty. Practical examples for making books more "considerate" will be offered.
| Keywords: | English medium textbook; second language |
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