Promoting Extensive Reading within EFL Programs

IST workshop, Agadir, IST workshop, Agadir, Nov.2014Nov.2014

Promoting Extensive Promoting Extensive Reading within EFL Reading within EFL

ProgramsPrograms

IST workshop,IST workshop,Agadir, November 11, 2014.Agadir, November 11, 2014.

Abdellatif Zoubair.Abdellatif Zoubair.Email: Email: [email protected]@gmail.com

Web: Web: www.zoubaireltcommunity.ac.mawww.zoubaireltcommunity.ac.ma

mailto:[email protected]

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


OutlineOutline

1.1. Definition (s)Definition (s)

2.2. TerminologyTerminology

3.3. FeaturesFeatures

4.4. RationaleRationale

5.5. FormatsFormats

6.6. Successful ER programsSuccessful ER programs

7.7. Food for thoughtFood for thought


To reflect onTo reflect on

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

— — Jacques Barzun Jacques Barzun (1907-2012)(1907-2012)


What is it?What is it?

« Reading large amounts of materials for general « Reading large amounts of materials for general understanding »understanding »

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

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

Hafiz and Tudor (1989) Hafiz and Tudor (1989)


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

Grabe and Stoller (2002)Grabe and Stoller (2002)


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

(Day and Bamford 1998(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. TerminologyII. Terminology

1. Pleasure reading 1. Pleasure reading

2. Free voluntary reading 2. Free voluntary reading

3. SSR3. SSR

4. . . .4. . . .


III. Extensive versus intensive III. Extensive versus intensive reading:reading:

AmountAmount PurposePurpose GuidanceGuidance LevelLevel SpeedSpeed . . .. . .


IV. RationaleIV. Rationale

1.1. provide inputprovide input

2.2. promote autonomypromote autonomy

3.3. develop reading habitdevelop reading habit

4.4. maximize enjoymentmaximize enjoyment

5.5. foster other skillsfoster other skills

6.6. gain insights into culturesgain insights into cultures

7.7. . . .. . .


V. FormatsV. Formats

1. one-page stories1. one-page stories

2. picture stories2. picture stories

3. cartoons3. cartoons

4. graded readers 4. graded readers


5. simplified series5. simplified series

6. original versions6. original versions

7. . . . . 7. . . . .


VI. Features of successful extensive VI. Features of successful extensive reading programmes:reading programmes:

1.1. Amount of materialsAmount of materials

2.2. ChoiceChoice

3.3. VarietyVariety

4.4. Level of comprehensionLevel of comprehension


5. Post-reading work5. Post-reading work

6. Role modeling 6. Role modeling

7. Keeping track of progress7. Keeping track of progress

8. Monitoring8. Monitoring


VII. EvaluationVII. Evaluation

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

2.2. How does the component compare against How does the component compare against the criteria? the criteria?


To reflect on (2)To reflect on (2)

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

Stephen Krashen, Stephen Krashen,

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


¤¤BibliographyBibliography

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

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

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


-Hill, D. R. (1997c). Setting up an extensive reading -Hill, D. R. (1997c). Setting up an extensive reading programme: Practical tips. programme: Practical tips. The Language Teacher,The Language Teacher, 21(5), 17-20.21(5), 17-20.

-Krashen, S. (2004) . -Krashen, S. (2004) . The power of reading: Insights The power of reading: Insights into Research. into Research. 22ndnd ed. London: Heinmann. ed. London: Heinmann.

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

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

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



Thank you for your your attention!Thank you for your your attention!

Promoting Extensive Reading within EFL Programs

Education

Transcript of Promoting Extensive Reading within EFL Programs