Boakye, Naomi Adjoa Nana Yeboah2012-03-012012-03-012011Boakye, N 2011, 'A multifaceted model for designing reading development programmes for L2 learners at tertiary level', Per Linguam: A Journal of Language Learning/Tydskrif vir Taalaanleer, vol. 27, no. 2, pp. 111-128.0259-2312http://hdl.handle.net/2263/18333Socio-affective issues are generally acknowledged as important in reading development. However, most intervention programmes focus on cognitive aspects of reading, and do not explicitly accommodate socio-affective factors such as attitude, motivation, interest, and background of students. This paper argues for the inclusion of both cognitive and socioaffective scaffolding in tertiary-level reading development programmes. Based on a number of second language teaching techniques, and grounded in Guthrie and Wigfield’s (2000) engagement model, I propose a multifaceted model on which to map reading instruction/intervention at tertiary level that combines both affective and cognitive factors.enUniversity of Stellenbosch Institute for Language TeachingMultifaceted modelDevelopmental readingEffective teachingSecond language acquisitionLanguage and languages -- Study and teaching (Higher)Literacy programsSociolinguistics -- MethodologyArticle