#IATEFL – Why invest in extensive reading? (OUP ELT Blog)

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]


What is extensive reading and how can it transform learning? The short answer is reading by choice and for pleasure but what does this mean in practice?

The two comments above, reflecting on last year’s participation in OUP Italy’s Read On! class library project, show that reading extensively makes a real difference – to individual students’ growth and to effective teaching and learning in the classroom.  But it does require an investment of energy and time. This post will look briefly at what it takes to invest in extensive reading and how it enriches students, like Maria, who have enjoyed learning in this way.

INVESTING YOUR ENERGIES IN A DIFFERENT APPROACH

Extensive reading works well alongside traditional language learning methods but this kind of reading is not about comprehension exercises, book reports and spot quizzes. It is about motivating students by giving them choice, responsibility and the opportunity to enjoy reading free of the usual classroom obligations.  

 

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Teaching speaking – Teaching talk as interaction (Cambridge Conversations)

[ELTWeekly Volume 8, Issue 6 | February 15, 2016 | ISSN 0975-3036]


Implications for teaching
Three core issues need to be addressed in planning speaking activities for an English class. The first is to determine what kinds of speaking skills the class will focus on. Is it all three of the genres described in the preceding posts, or will some receive greater attention than others?

Informal needs analysis is the starting point here. Procedures for determining needs include observation of learners carrying out different kinds of communicative tasks, questionnaires, interviews, and diagnostic testing (e.g., Tsang and Wong 2002). The second issue is to identify teaching strategies to “teach” (i.e., provide opportunities for learners to acquire) each kind of talk.

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