Reading Made Easier : The explicit instruction of reading strategies | 12 of the disagreement regarding the different terms reflecting different definitions of and approaches to the status of the language, such as World English , International English ( es ) ( for a review see : Jenkins, as well as the pedagogical implications of these ( e . g . , Kachru, , ) 2018 Matsuda, 2012 ; McKay, 2002, 2018 ; Wang, 2015 ) , statistics ; 2005 indicate that about 1 . 5 billion people, or about a quarter of the world's population, is fluent in English . Only about 365 million of these are native speakers of English . That is, those who use English primarily as a lingua franca ‒ in diplomacy and international communications, in research and technology, in the media, and in education ‒ constitute the world's largest group of English speakers, much larger, in fact, than that of native English speakers . It is not surprising, then, that Jenkins has long suggested that EFL ‒ English as a Foreign Language, should be replaced by ELF ‒ English as a Lingua Franca . Recently, the internet has "increased the number of second language readers dramatically in that it made the availability of second language materials ( admittedly, written principally in English ) immediate, plentiful, easy to access, and cost - free" ( Bernhardt, It is expected that by 2020 the number of children and adults . ) 5 : 2011 around the world using English or learning to use it will amount to two billion ( The English Effect, 2013 ) . One would have, therefore, expected the colleges of education and schools of education at the universities in Israel to invest in the preparation of English teachers to teach reading . However, a series of surveys, carried out since the mid 1990 s among Israeli English teachers and among my graduate and undergraduate English students at one university and two colleges of education in the larger Tel Aviv area ( e . g . , Segev Miller, a : 26 ) , indicated that these institutions hardly offered any courses in 2003 reading comprehension instruction . Teachers complained, for example, that "In college, I had only one course on reading comprehension, and no course on reading comprehension instruction", "I feel I need more instruction in how to teach my students to read", and "At the university we had too many courses in literature and hardly any in reading" . In a recent study ( Segev Miller, 2016 : 241 in Hebrew ) , one of the changes in

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