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OverviewFull Product DetailsAuthor: Jane Spiro , Amos ParanPublisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.120kg ISBN: 9780367473020ISBN 10: 036747302 Pages: 212 Publication Date: 10 April 2023 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList of Tables List of Abbreviations Series Editors Preface Introduction Becoming a reading teacher Why should a teacher of reading engage with research? Ten questions about reading What this book is not What this book is PART ONE From research to implications A Framing reading as linguistic process Question 1: What are we doing when we read? Question 2: What are the different reasons and ways people read? Question 3: What knowledge do we bring to our reading? Question 4: What is the relationship between L1 and L2 reading? B Framing reading as personal experience Question 5: Why and how do people read for pleasure? Question 6: Can reading change the way we think and feel? C Framing reading as collective experience Question 7: How far and in what ways is reading a collective act? D Framing reading as pedagogy Question 8: What pedagogies are used in the teaching of reading? Question 9: How should teachers of reading teach language? Question 10: What does it mean to be an effective teacher of reading? Our beliefs and principles PART TWO From implications to application A Teaching reading as linguistic process Question 1: What are we doing when we read? Activity 1.1 All in one: the shape of words Activity 1.2 Word chain race Activity 1.3 Learner generated word race Activity 1.4 Run-on sentences: seeing and hearing sentence boundaries Activity 1.5 Text shopping: what’s next in the text? Activity 1.6 Reading aloud and holistic reading Activity 1.7 Storytelling: stories without barriers Question 2 What are the different reasons and ways people read? Activity 2.1 Reading the landscape: noticing and acting in the linguistic landscape Activity 2.2 Bits and pieces: choosing your favourite bits in a longer text Activity 2.3 Wikipedia race: searching for something specific Activity 2.4 Information slant: separating facts and opinions Activity 2.5 Why I read: personal reading behaviours Question 3 What knowledge do we bring to our reading? Activity 3.1 Rhyme race: reading and sounds Activity 3.2 Word bags: knowing about words Activity 3.3 Language detectives: reading and language patterns Activity 3.4 Text guessing: reading and text types Activity 3.5 Reading between the lines: reading for nuance Activity 3.6 Border crossing: reading culturally Question 4 What is the relationship between L1 and L2 reading? Activity 4.1 Book covers crossing borders Activity 4.2 Text memory game Activity 4.3 First language story sharing Activity 4.4 Talking to the author: asking questions about a text Activity 4.5 Comprehending across languages B Teaching reading as personal experience Question 5 When and how do people read for pleasure? Activity 5.1 Feeling stories Activity 5.2 The dream book competition: understanding reading preferences Activity 5.3 Reading spurs and blocks Activity 5.4 Profiles of lifelong readers Question 6 Can reading change the way we think and feel? Activity 6.1 Nobel Prize champions: books which changed the way we think Activity 6.2 Re-reading over time: returning to childhood stories Activity 6.3 Reading in layers Activity 6.4 Personal reading histories C Teaching reading as collective experience Question 7 How far and in what ways is reading a collective act? Activity 7.1 Performing reading Activity 7.2 Dream circles: building reading circles Activity 7.3 Choosing together Activity 7.4 Reading shaping the child D Teaching and training reading pedagogy Question 8 What pedagogies are used in the teaching of reading? Activity 8.1 Communicating with texts Activity 8.2 Text activities: interacting with texts Activity 8.3 Task-based reading and the real world Activity 8.4 Activity detective: mining for principles Question 9 How should teachers of reading teach language? Activity 9.1 Genre-bending: unravelling text types Activity 9.2 Language doctor: unravelling a text Question 10 What does it mean to be an effective teacher of reading? Activity 10.1 Finding a star teacher 1: criteria for stardom Activity 10.2 Finding a star teacher 2: Asking questions Activity 10.3 Star teacher of reading competition Activity 10.4 Walking into the shoes of star teachers PART THREE From application to implementation A Becoming a reading teacher: connecting with others B Becoming a reading teacher: know yourself as a reader C Building reading resources D Building a reading assessment strategy E Reading for many kinds of learners F Reading for different kinds of classes G Reading outside the classroom H Creating a reading culture I Conclusion PART FOUR From implementation to research Introduction: researching as a teacher A Researching reading as linguistic process Research Idea 1: How does cultural knowledge help us read a text? Research Idea 2: What are the differences in the way learners process LI and L2 texts? Research Idea 3: Does translanguaging help reading in the L2? Research Idea 4: How many words do my learners need to understand for a text to be readable? B Researching reading as personal experience Research Idea 5: What makes readers choose books? Research Idea 6: What are the triggers for reading enjoyment in my own reading life? C Researching reading as collective experience Research Idea 7: Do reading communities make a difference to my learners? Research Idea 8: How do my learners interact in self-run reading groups? D Researching reading pedagogy Research Idea 9 What kind of questions do I use in the reading classroom? Research Idea 10 What are the qualities of successful reading lessons? Final reflections: the virtuous circle Reference List IndexReviewsAuthor InformationJane Spiro is Professor of Education and TESOL at Oxford Brookes University, National Teaching Fellow and Research Lead for Applied Linguistics. Her book Changing Methodologies in TESOL (Edinburgh University Press, 2013) forms the core of the MA in TESOL in the School of Education. She has run programmes for teachers of language and literature worldwide, including Hungary, Poland, Mexico, Kenya and India. Her doctorate was on the role of creativity in language education (Bath University 2008). She is a published poet and novelist: her resources for the teaching of language through creative writing include Storybuilding (2007) and Creative Poetry Writing (2004), with Oxford University Press. She was co-editor of the journal Reading in a Foreign Language in its first incarnation in the UK. Her most recent publication is Crossing Borders in University Learning and Teaching (Routledge 2022). Amos Paran is Professor of TESOL at the IoE, UCL’s Faculty of Education and Society. His background is in teaching EFL in secondary schools in Israel, and he has worked and taught internationally, including visiting appointments in Chile, Germany and Hungary. He has also written EFL coursebooks including supplementary skills books for reading comprehension, and his doctoral work looked at processing words and reading times in L1 and L2. His current areas of interest are using literature in EFL, reading in EFL and distance education, and he has published extensively in these areas, including co-editing Testing the Untestable in Language Education (with Lies Sercu, Multilingual Matters, 2010) and co-authoring the Teachers’ Handbook Literature (with Pauline Robinson, OUP, 2016). He is a tutor on the free MOOC, Teaching EFL/ESL Reading: A Task-Based Approach. He is the book reviews editor of the ELT Journal and co-convenor of the AILA research network, Literature in Language Learning and Teaching (LiLLT). Tab Content 6Author Website:Countries AvailableAll regions |
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