ext readpromotenov12

MATE 6th Management Seminar, Nov. 12

Promoting Extensive Reading within the Access

Program

MATE Sixth Management Seminar,Marrakech, November 3rd, 2012.

Abdellatif Zoubair.Email: [email protected]

Web: www.zoubaireltcommunity.ac.ma

mailto:[email protected]

http://www.zoubaireltcommunity.ac.ma/


Outline

1. Definition (s)

2. Terminology

3. Features

4. Rationale

5. Formats

6. Successful ER programs

7. Food for thought


To reflect on

“In teaching you cannot see the fruit of a day's work. It is invisible and remains so, maybe for twenty years.”

— Jacques Barzun (1907-2012)


What is it?

« Reading large amounts of materials for general understanding »

(Day and Bamford 1998) “The reading of large amounts of material in the

second language over time for personal pleasure or interest, and without the addition of productive tasks or follow up language work”

Hafiz and Tudor (1989)


“Reading in which learners read large quantities of material that is within their linguistic competence”

Grabe and Stoller (2002)


“Reading not merely as translation or as a skill, but as an activity that someone chooses to do for a variety of personal, social, or academic reasons”.

(Day and Bamford 1998)

"Extensive reading means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading."

Richards, 2010.



II. Terminology

1. Pleasure reading

2. Free voluntary reading

3. SSR

4. . . .


III. Extensive versus intensive reading:

Amount Purpose Guidance Level Speed . . .


IV. Rationale

1. provide input

2. promote autonomy

3. develop reading habit

4. maximize enjoyment

5. foster other skills

6. gain insights into cultures

7. . . .


V. Formats

1. one-page stories

2. picture stories

3. cartoons

4. graded readers


5. simplified series

6. original versions

7. . . . .


VI. Features of successful extensive reading programmes:

1. Amount of materials

2. Choice

3. Variety

4. Level of comprehension


5. Post-reading work

6. Role modeling

7. Keeping track of progress

8. Monitoring


VII. Evaluation

1. What extensive reading opportunities are offered to our learners?

2. How does the component compare against the criteria?


To reflect on (2)

' ... when second language acquirers read for pleasure they can continue to improve in their second language without classes, without teachers, without study, and even without people to converse with ... '

Stephen Krashen,

The Power of Reading, (2nd ed. 2004 p147)


¤Bibliography

-Davis, C. (1995). Extensive reading: an expensive extravagance? ELT Journal, 49, 329-336.

-Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

-Grabe, W. (2002). Reading in a second language. In R.B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 49-59). New York: Oxford University Press.


-Hill, D. R. (1997c). Setting up an extensive reading programme: Practical tips. The Language Teacher, 21(5), 17-20.

-Krashen, S. (2004) . The power of reading: Insights into Research. 2nd ed. London: Heinmann.

-McCracken, R. A. (1971). Initiating sustained silent reading. Journal of Reading, 14, 521-524, 582-583.

-Renandya, W. A. (2007). The power of extensive reading. RELC Journal, 38, 133-149.

-Richards, Jack C. & Scmidt, R. 2010. Dictionary of Language Teaching and Applied Linguistics. Longman.



Thank you for your your attention!

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