Revisiting an English extensive reading program in a low “commercial” resources setting
DOI:
https://doi.org/10.25170/ijelt.v14i1.1419Keywords:
Extensive Reading, low resources setting, reflection, learners' self-selected materialsAbstract
This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.
References
Bamford, J. & Day, R. (Eds.). (2004). Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Celik, B. (2018). Effect of extensive reading on learners: How it develops certain points in vocabulary and sentence structure, International Journal of English Linguistics, 8(2), 73-84.
Cho, K.S. & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition, Journal of Reading, 37, 662-667.
Day, R. & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.
Day, R. & Bamford, J. (2002). Top ten principles for teaching extensive reading, Reading in a Foreign Language, 14(2), 1-5.
Guo, S. (2012). Using authentic materials for extensive reading to promote English proficiency, English Language Teaching, 5(8), 196-206.
Hafiz, F.M. & Tudor, I. (1989). Extensive reading and the development of language skills, ELT Journal, 43, 4-13.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Holliday, a. (2005). The struggle to teach English as an International Language. Oxford: Oxford University Press.
Johnson, K.E. (2006). The sociocultural turn and its challenges for second language teacher education, TESOL Quarterly, 40(1), 235-257.
Johnson, K.E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Junko, Y. (2013). Effects of extensive reading on reading attitudes in a foreign language, Reading in a Foreign Language, 25(2), 248-263.
Kirin, W. (2010). Effects of extensive reading on students’ writing ability in an EFL class, The Journal of ASIA TEFL, 7(1), 285-308.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Krashen, S. (1985). The Input Hypothesis: Issues and implications. London: Longman.
Kumaravadivellu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
Kumaravadivellu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language, System, 25, 91-102.
Mermelstein, A.D. (2015). Improving EFL learners’ writing through enhanced extensive reading, Reading in a Foreign Language, 27(2), 182-198.
Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition, Reading Research Quarterly, 52(1), 73-89.
Ro, E. (2013). A case study of extensive reading with an unmotivated L2 reader, Reading in a Foreign Language, 25(2), 213-233.
Ro, E. & Chen, C.A. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study, Reading in a Foreign Language, 26(1), 49-72.
Robb, T.N. & Susser, B. (1989). Extensive reading vs skills building in an EFL context, Reading in a Foreign Language, 5, 239-251.
Wallace, C. (1992). Reading. Oxford: Oxford University Press.
Williams, R. (1986). ‘Top ten’ principles for teaching reading, ELT Journal, 40(1), 42-45.
Wojtowicz, B. (2017). Using extensive reading oral reports to enhance spoken fluency, Language Education in Asia, 8(1), 109-132.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Celik, B. (2018). Effect of extensive reading on learners: How it develops certain points in vocabulary and sentence structure, International Journal of English Linguistics, 8(2), 73-84.
Cho, K.S. & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition, Journal of Reading, 37, 662-667.
Day, R. & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.
Day, R. & Bamford, J. (2002). Top ten principles for teaching extensive reading, Reading in a Foreign Language, 14(2), 1-5.
Guo, S. (2012). Using authentic materials for extensive reading to promote English proficiency, English Language Teaching, 5(8), 196-206.
Hafiz, F.M. & Tudor, I. (1989). Extensive reading and the development of language skills, ELT Journal, 43, 4-13.
Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Holliday, a. (2005). The struggle to teach English as an International Language. Oxford: Oxford University Press.
Johnson, K.E. (2006). The sociocultural turn and its challenges for second language teacher education, TESOL Quarterly, 40(1), 235-257.
Johnson, K.E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Junko, Y. (2013). Effects of extensive reading on reading attitudes in a foreign language, Reading in a Foreign Language, 25(2), 248-263.
Kirin, W. (2010). Effects of extensive reading on students’ writing ability in an EFL class, The Journal of ASIA TEFL, 7(1), 285-308.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Krashen, S. (1985). The Input Hypothesis: Issues and implications. London: Longman.
Kumaravadivellu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
Kumaravadivellu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language, System, 25, 91-102.
Mermelstein, A.D. (2015). Improving EFL learners’ writing through enhanced extensive reading, Reading in a Foreign Language, 27(2), 182-198.
Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and vocabulary acquisition, Reading Research Quarterly, 52(1), 73-89.
Ro, E. (2013). A case study of extensive reading with an unmotivated L2 reader, Reading in a Foreign Language, 25(2), 213-233.
Ro, E. & Chen, C.A. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study, Reading in a Foreign Language, 26(1), 49-72.
Robb, T.N. & Susser, B. (1989). Extensive reading vs skills building in an EFL context, Reading in a Foreign Language, 5, 239-251.
Wallace, C. (1992). Reading. Oxford: Oxford University Press.
Williams, R. (1986). ‘Top ten’ principles for teaching reading, ELT Journal, 40(1), 42-45.
Wojtowicz, B. (2017). Using extensive reading oral reports to enhance spoken fluency, Language Education in Asia, 8(1), 109-132.
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Published
2019-05-31
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