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The Extensive Reading Colloquium 2012

The Extensive Reading Colloquium 2012

Att KOTESOL, 2012 on Saturday October 20th at 3.30pm in Room C601

Presentations and Abstracts

Introduction to Extensive Reading – Scott Miles, Daegu Haany University

An increasing number of scholars argue that extensive reading is a ‘must have’ component of any language program. This presentation will introduce the basics of extensive reading (ER) for those new to the practice. First, the presenter will discuss the principles of ER and how it is different from the traditional reading practices (intensive reading). This will be followed by a brief overview of the benefits of the practice, which extend far beyond the development of reading skills. Finally, some tips will be given on how to implement ER in the Korean classroom.

Extensive Reading’s Contributions to Language Skills Acquisition – David E. Shaffer, Chosun University

Extensive Reading (ER) as an effective approach for both first and second language learning has been in the literature for decades. In Korea, however, little mention of ER or research in this area has occurred. Domestic and international ELT materials publishers are increasingly promoting ER reading materials and their benefits. Nevertheless, the ELT community and the general public of this test-driven society remain unconvinced that something as enjoyable as casual reading could be as effective as explicit instruction combined with memorization and testing.

This presentation aims to convincingly show, based on research findings over the years, how effective ER is and how ER is effective as a language learning approach. After briefly describing what ER is, and how and why ER works. Research will be cited that show that ER is not only effective in increasing reading rate and reading proficiency, but also effective in increasing vocabulary, spelling, writing proficiency, grammatical accuracy, oral fluency, listening proficiency, motivation, and general language proficiency, as well as providing the necessary amounts of comprehensible input for language acquisition. The presentation concludes that ER should be incorporated as a component of every EFL program.

A Four Strands Approach to Developing an Extensive Reading Program – Rocky Nelson, Pusan University of Foreign Studies

Dr. Paul Nation describes the main types of activity that should make up a balanced language course. These can be classified into the four strands of meaning-focused input, meaning-focused output, language-focused learning and fluency development. In a well designed course there should be an even balance with roughly equal amounts of time given to each strand. The research evidence for the strands draws on the input hypothesis and learning from extensive reading, the output hypothesis, research on form-focused instruction, and the development of speaking and reading fluency.

Online Extensive Reading Resources – Robert Waring, Notre Dame Seishin University

In the last two to three years more and more publishers are making graded reading materials available online or on mobile devices. The aim of this presentation is to showcase these materials. Various types of materials are available, from e-pub flies, PDFs and simple webpages. There is also a variety of delivery platforms, some encrypted and some not. The presentation will review the strengths and weaknesses of each and propose guidelines for their development. The presentation will also provide a framework for assessing the relative strengths and weaknesses of these sites.

Read & Retell: Acquisition, Communication, Accountability, Enjoyment – Shaun Miller, Jeju National University Teachers College

Read and retell is a truly enjoyable way to acquire language, build communication skills, and gain a breadth of knowledge. With each passing week, students feel their language skills and confidence grow in an all gain, no pain way. Students not only notice their own gains, but those of fellow classmates as well. Teachers also witness this growth, and gain true understanding of their students’ abilities.

The read and retell procedure combines extensive reading with retelling in a cooperative learning/student centered environment. In class, students retell books they read to one another in a small group. Reading helps students acquire language. Retelling strengthens the acquisition and builds communication skills. Retelling also generates a good deal of negotiation of meaning and cooperative learning. Teachers are able to ascertain how much students read, their comprehension, and communication skills in real time, and in a very relaxed and natural manner.

In this presentation, I will share with you my 10 years of experience using the read and retell procedure in Korea with university, adult, and young learners. I will focus on the retelling procedure and only general information on reading as it relates to retelling. You will learn what occurs in the classroom and the benefits of retelling for students as well as those for the teacher. You will see how easy it is to do, and how successful and enjoyable. Read and Retell works with all levels and all ages (with minimal adjustments).

The Bimodal Narrative Approach, Story without struggle – Michael Rabbidge and Nico Lorenzutti, Chonnam National University

The Bimodal Narrative Approach (BNA) is an approach in development that integrates principles and materials from Extensive Listening and Extensive Reading (ER) with teacher led and facilitated skills practice. In East Asian contexts ER is underutilized in language programs due to its incompatibility with the local teacher-centered norms of education. BNA bridges the gap between traditional and recent perspectives on language learning by moving learners gradually toward an ER experience, linking pedagogic and authentic materials, and providing a rich multi-modal learning experience. The approach was developed for an in-service regional teacher training program at Chonnam National University in South Korea, and was well received by trainee teachers.

Participating teachers have subsequently begun to employ the approach in their own high school classrooms. A detailed discussion of BNA, sample activities and an example of how the approach was applied to the graded reader Billy Elliot, incorporating its accompanying audio CD and clips from the feature film will be discussed.

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