Accountability and variety in extensive reading
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Although Extensive Reading (ER) is now widely accepted as an effective way of improving learners' L2 proficiency, there is less agreement on the best way(s) of implementing it in the classroom. While sustained silent reading in class has undoubted benefits, there are several reasons why it is not always appropriate, both philosophically and practically. This paper will briefly consider some of these reasons, arguing that output activities have been unfairly dismissed. The key themes of 'accountability' (having students demonstrate what they have read) and 'variety' (avoiding tedious repetition in the ER classroom) are promoted as essential principles in ER materials development. Such materials allow teachers to evaluate students' work without destroying the creativity, freedom, and pleasure that are essential to successful ER. Concrete examples of these materials are explained.
JALT2007 Conference Proceedings
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LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)