Investigating different approaches to reading in a multi-level class. Jenny Field [email protected] Background. Foundation Focused Training Opportunities course 2013 TEC funded
…. the ability to read well makes an enormous difference to one’s school performance, career potential and personal success.
(Kearsley, 2002; Lo Bianco & Freebody, 1997).
Nation (2009) p.7
What are the students’ perspectives in relation to:
Not very helpful
I like reading long books. I like fiction and mystery and I read at home.
Every morning I read at home. I read the paper from New World, Forlongs and Countdown. I read the specials.
Reading the books that the tutors give us is really helpful. When I read them I think “Oh, this is how they write.”
I remember the words I forgot when I write.
Silent reading is good but I prefer to read aloud so I can be corrected.
Reading silently helps me because reading aloud is too difficult , but when its silent it helps me to focus.
We can’t understand too much. Too much vocabulary.
aligns with Freeman, Freeman and Mercuri (2002)
1. Engage students in challenging theme-based curriculum to develop academic competence
2. Draw on students’ backgrounds - their experiences, cultures and languages
3. Organise collaborative activities and scaffolding – to build their academic English proficiency
4. Create confident students who value themselves as learners
FFTO learners graduating with a Certificate in Training Opportunities for Speakers of Other Languages Level 1
Benson, P.(2011). Teaching and Researching Autonomy. (2ndEd.). Harlow,UK:Longman Pearson
Holec,H.( 1988). Autonomy and self-directed learning present fields of application. Strasburg: Council of Europe
Nation, I.S.P. (2009) Teaching ESL/EFL Reading and Writing. New York: Routledge.
Allwright ,D. (2006) Understanding the Language Classroom New York, Palgrave Macmillan
Freeman, Freeman and Mercuri (2002). Closing the achievement Gap: How to Reach Limited- Formal Schooling and Long Term English learners: Portsmouth, Heinemann,