Promoting Extensive Reading within the English Language Course

1. Promoting Extensive Reading within the English Language Course MATE Day, Inezgane, April 2008. A. Zoubair.

2. What is it? • « Reading large amounts of materials for general understanding » • « to get students reading in the second language and liking it »

3. II. Terminology • 1. Pleasure reading • 2. Free voluntary reading • 3. SSR • 4. . . .

4. III. Extensive versus intensive reading: • Amount • Purpose • Guidance • Level • Speed • . . .

5. IV. Rationale • provide input • promote autonomy • develop reading habit • maximize enjoyment • foster other skills • gain insights into cultures • . . .

6. V. Formats • 1. one-page stories • 2. picture stories • 3. cartoons • 4. graded readers • 5. . . . .

7. VI. Features of successful extensive reading programmes: • Amount of materials • Choice • Variety • Level of comprehension

8. 5. Post-reading work 6. Role modeling 7. Keeping track of progress 8. Monitoring

9. VII. Evaluation • What extensive reading opportunities are offered to our learners? • How does the component compare against the criteria?

10. ¤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.

11. -Hill, D. R. (1997c). Setting up an extensive reading programme: Practical tips. The Language Teacher, 21(5), 17-20. • -Krashen, S. (1993b). The power of reading.Englewood, CO: Libraries Unlimited. • -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.

12. Thank you for your your attention!