Starting Extensive Reading Programs
at Universities, Vocational Schools and Language Schools
Toyo Women's College
JALT Conference, Shizuoka; Extensive Reading Colloquium.
November 3, 2000
What is extensive reading? (HINT: It's like reading in your first language!)
- easy (1-2 unknown words per page; no dictionaries; general understanding)
- students in charge (they choose what to read; they can stop in the middle)
- no test after reading (student's personal reaction to reading is the goal)
The benefits of extensive reading
- learning to read (e.g. Hafiz & Tudor 1989)
- learning the foreign language (e.g. Elley & Mangubhai 1981)
- better attitude to language study and reading (e.g. Mason & Krashen 1977)
How to start
- Supplement existing classes (bring books to class; Almost any teacher can do this!), or set up a self-access library and encourage students to use it.
- Learn about extensive reading; advocate it; find allies at your school.
- Push for an elective or required class to be added; be patient!
Making a library
- Start now, and continually add books.
- Use all available resources (examination copies, library and/or department orders, research funds [from supportive full-time colleagues?], book coupons, etc.)
- What level? (EPER levels; beginner: G/F/E; intermediate D/C/B; advanced A/X)
Start low to build confidence
[EPER -- http://www.ials.ed.ac.uk/epermenu.html]
What students do
- They read in class and/or for homework (how much depends on program). After reading a book, they write a reaction report (e.g. feelings about story or characters).
- Start by orienting students: benefits; how to choose books; how to read. If necessary, go over course requirements and grading system.
- Evaluation options: teacher-student interviews; questionnaire (greater reading speed? confidence? enjoyment?); test (EPER extensive reading test; cloze test)
THE SECRET OF SUCCESS?
- Read the same books as your students; turn them on to reading by your example.
- Communicate individually with students: write comments on their reaction reports; recommend books you think they might enjoy. In sum. . .
. . .turn your classroom into a reading community
All references are in Richard R. Day & Julian Bamford. Extensive Reading in the Second Language Classroom. (Cambridge University Press)