Promoting Advanced Reading through the Extensive Reading Approach - Assignment Example

Table of Contents Introduction 2 What is extensive reading? 2 Promoting the love for reading 3 Making the reader the focus of instruction 4 Reading to empower comprehension 5 Reading to improve linguistic ability 7 Making extensive reading work 8 Conclusion 10 Introduction The current literature on reading provides trace of different approaches to teaching reading. Commonly, the teaching of reading especially in the lower levels follows a carefully designed structure, which involves passages or books recommended by teachers or listed in canons by the Department for Education. Additionally, most reading lessons include at least three activities such as the pre-reading, while-reading, and post-reading activities (Wallace 2003: 86). Uncommonly, there is an approach that avoids the use of recommended reading materials and guided reading activities, yet has the same aim of promoting advanced reading skills of students. This approach is referred to as the extensive reading approach. What is extensive reading? The term extensive reading is credited to Harold Palmer (1917: 137) who proposed that learners should read one book after another. The idea of reading a great number of reading materials over time to improve reading proficiency is based on the belief that language acquisition, especially vocabulary development, occurs through reading (Nagy & Herman 1987: 20). Supporters of extensive reading believe that the more reading experiences language learners have, the more adept they will be in the target language. In particular, Grabe and Stoller (2002: 90) believe that although extensive reading alone cannot guarantee language proficiency, the latter cannot occur without extensive reading. The extensive reading approach offers some advantages that other approaches do not have. Making students form the habit of reading could lead to promoting the love for reading, making the reader as the focus of instruction, empowering comprehension, and improving linguistic and communicative ability. (References for this are quite impossible to obtain, thus I used “could lead to” to imply possibility, thus lessening the claim). Promoting the love for reading Promoting the love for reading is one essence of the extensive reading approach. Dublin, Eskey and Grabe (1986: 228) noted that people learn to read and improve in reading by means of reading itself. In extensive reading classes, students are motivated to read to build the habit and enjoyment in reading. As Grabe and Stoller (2001) claims, ‘one does not become a good reader unless one reads a lot’ (198). As such, the extensive reading approach differs a lot in structure and materials from intensive reading approaches. The teacher in the extensive reading class allows students to read the materials they prefer, thus cultivating in them the interest to read about those things they find interesting. Students have the option to read fiction or non-fiction books, or basically anything they find interesting among a variety of materials available. This way, students are not forced to understand topics or concepts that they find vague at the very beginning. Ideally, the love for reading may be developed if teachers allow students to read according to their interest, pace and level (Collie & Slater 1987: 6). In other approaches, students are asked to read a uniform text, thus they are forced to understand knowledge and concepts even though such are not applicable to them. For instance, a Muslim kid may deal with a text discussing the beatification of Pope Paul II when reading about current events. Such a practice, although may enhance the knowledge of a student about the world, could interfere with a student’s culture and affect his/her interest during a particular reading class. This implies that teachers using other approaches should be careful in choosing materials for their students. Nunan (1989: 60) posits that the reading materials should have some cultural or personal relevance to the readers. Likewise, it should not impart context that could discriminate a certain group of students (ie, cultural or religious context) so as to avoid bias and disinterest. Making the reader the focus of instruction Allowing the students to choose their own material, extensive reading could make the reader the focus of instruction Sorry I cannot find reference for this so I used the word “could” to imply possibility. This means that the progress of the students is the priority, and not the achievement of a uniform understanding of a text. The content of reading materials is not crucial in attaining goals because the main focus is the improvement of reading skills. In contrast, intensive approaches to reading focus more on the text or reading material. Teachers who use intensive reading approaches prepare copies of a particular material to be read, understood and discussed by the class. Such an approach promotes understanding of the material, vocabulary, schema-building, and even linguistic ability. Language ability is promoted as the teacher underscores the language and style of the author, but this activity could give the impression of focusing more on the language or the text or its content rather than the reading skill and the enjoyment in reading. (is this a quotation-it reads like one?) This is my idea. Again, I just placed “could” to raise a point and avoid claiming. Day and Bamford (1998) negate this idea, claiming that If readers are required to do exercises to demonstrate comprehension, or to practice vocabulary or reading skills, it confuses or distracts reading purposes….if students feel that they are required to remember things or that they will be tested, such expectations can even undermine the process of fluent reading... (s140) Moreover, in intensive approach scenarios, students are compelled to answer questions regarding the text. In a way, this controls the ability of the students to interpret the text, as the teacher gives focus on aspects he/she deems important for comprehension. In contrast, the extensive reading approach allows the students to analyze the text the way they see it, or to focus on a particular portion, which appeal to them most. Therefore, whilst the intensive approach promotes the content of the text, the extensive approach focuses on the readers and their ability to read. Reading to empower comprehension As earlier discussed, the extensive approach relies on the ability of the students to read or comprehend texts rather than other skills. Comprehension is the very core of a reading lesson or approach. Therefore, the goal, especially of the teacher is to maximize comprehension (Carrell & Eisterhold 1988: 85). It should be noted that in terms of maximizing comprehension, intensive reading approaches can be more reliable than the extensive reading approach because in the former, teachers focus on a particular text to be studied. Therefore, 100% or full comprehension is expected. Students are given guide questions they need to answer correctly based on the text. However, in the latter, students are not forced or monitored to understand the text wholly. Rather, as Day and Bamford (1988: 141) put it, they are encouraged to read on based on their interest. Extensive reading focuses on the interest of the readers. Williams (1986) believes that ‘interest is vital, for it increases motivation’ (42). Relying on interest, the teacher should promote the use of different materials to make reading more enjoyable. For instance, Collie and Slater (1987: 4) recommend the use of classical literature to develop interest in reading among students. On the one hand, the intensive reading approach is better because it allows the teacher to concretely monitor student comprehension. On the other hand, there is a tendency to overuse the text for language teaching purposes. For instance, in trying to unlock the meaning of a statement, teachers may resort to teaching about vocabulary. Likewise, in targeting a certain amount of vocabulary words in a day, teachers tend to pick out words from the text then include them in the vocabulary exercise. Day and Bamford (1988) comment that ‘if readers are required to do exercises to demonstrate comprehension, or to practice vocabulary or reading skills, it confuses or distracts from these reading purposes’. (an example of this method-from a text book or as discussed by a researcher---I omitted the succeeding statement because I couldn’t find a source for it.) This way, the focus leans over linguistic ability instead of comprehension. Moreover, the student is led to concentrate more on memorizing details rather than checking for understanding. The practice of giving exercises to check for understanding is negated by promoters of the extensive reading approach. As Carrell and Eisterhold opine, “people learn to read by reading, not by doing exercises” (1988: 228). Although exercises and discussions guide students towards a better understanding of the text, such should be discouraged if the aim is to promote the love for reading.(reference Carrell and Eisterhold again??—NO, this is mine, an interpretation of Carrell and Eisterhold should be made after the direct quote. That is mandatory in academic writing. In contrast, Collie and Slater posit that worksheets may serve as ‘stimulus to extensive reading’ (1987: 12). Specifically, worksheets may help elicit the students’ experience, reaction and feelings (72). Considering the above discussion, one may come to the notion that intensive and direct reading approaches are ideal in teaching language structure and teaching reading to beginners, whereas the extensive approach is better in teaching reading for intermediate and advanced students. Nevertheless, if the real intention is to achieve success in making students read, combining the two approaches may be better than settling and arguing for one (Aebersold & Field 1987: 46). Reading to improve linguistic ability Another issue that has been tackled is the tendency of some teachers to use reading materials for teaching language structure, thus improving linguistic ability of students. Richards and Rodgers (1999) report some approaches in language teaching from the Grammar Translation Approach to the Natural Approach, which rely on reading materials as the bases for language lessons. In line with this, many teachers teach reading as a means to teach language. Alderson and Urquhart (1984) note that ‘such a pedagogic practice—of focusing on the language of a text—may be justified as a language lesson…Often what is known as intensive reading is actually not reading at all’ (246). This view should lead reading teachers to review their approach. I deleted the example here to make the statement more focused on the direct quote. I added the statement in yellow to elucidate Alderson and Urquhart’s view. Meanwhile, the extensive reading approach promotes improvement of students’ linguistic ability through acquisition. Proponents of language acquisition such as Krashen (in Richards & Rodgers 1999: 131) claim that the more the students are exposed to the target language, the more they develop communicative competence. This is so because they encounter more vocabulary words, become more familiar with language structure and syntax, and develop a wider reading schema as they get to read more materials. In this regard, the extensive reading approach is not just ideal for advanced readers but also for second language learners. Making extensive reading approach work Nuttall (1996: 229-231) emphasizes the role of the teacher to make a reading approach work. In particular, the author suggests that for extensive reading approach to work, teachers should be wide readers themselves. They should lead the way for students to become wide readers, thus recommend a list of reading materials to read in and outside the classroom. One activity that could demonstrate the role of the teacher as the model is to conduct a session with every student to discuss about what the student is currently reading. (who suggested this activity-source. If yo say then the auother of this paper proposes that one activity….)--This is my idea, thus I put “could” to signify that this is a possible activity. However, this will be successful if the teacher has read the specific material or has some background about its topic. Thus, as the role model, the teacher should be a wide reader him/herself. Keeping a list of recommended reading materials may be helpful to start with. As Nunan (1989) suggests, ‘where possible, it is desirable to build up a bank data with topics and themes’ (138). The list of recommended reading materials shall guide the students to pick up materials of quality, but they should not be limited in their choice. One issue that Day and Bamford (1988: 140) argue about is related to the use of exercises based on the reading material. The authors posit that doing answering exercises would neglect the purpose of reading. However, for evaluation and monitoring purposes, the authors recommend post-reading activities such as writing summaries, reaction paper, and so on (141). Meanwhile, Alderson (2000) suggests a better and more modern idea of using ‘portfolios of texts read and appreciations of the readings’ (29). Instead of exercises, keeping a portfolio where one gives insights and reflections on materials encountered may be a more meaningful assessment of reading. These assessment methods do not only gauge the students’ reading comprehension but also promote improvement of writing skills in the target language, thus making the approach more ideal than intensive approaches. Although reading proponents believe that writing skills will be instantly developed through reading (Smith 2004: 108), a more structured gauge of writing may support the benefits of reading. Moreover, if the purpose is to test the improvement of second language learners in terms of linguistic ability, for instance speaking, students may be asked to work in groups to discuss what they have read (Collie & Slater 1987: 14; Aebersold & Field 1997: 13; Alderson 2000: 87). Likewise, students may choose to record their reactions or insights to a particular text as long as these activities do not make them feel nervous about presenting or discussing what they have read. Nunan (1989; 81) states that learners should be helped to select learning strategies that suit them for language learning. The reading materials in extensive reading approach are also an important consideration. Students in general should be made to choose the material they want to read. Of course, the teacher’s assistance may be helpful to make them decide what to read. As such, the teacher should make up a list of books and periodicals, however, the students should also understand the freedom they are given to choose the material they like with the use of library resources. To check for quality, the teacher may ask the students to bring their materials to class for reading time. Likewise, the teacher may ask the students to make a list in their portfolio, giving descriptions of the materials they have already read. The case may be different for second language learners. Reading classes for second language learners have an aim to improve the linguistic ability of learners in the L2. As such, scholars (Nunan 1989: 59-60; Grellet: 7) stress the use of materials which promote authentic and communicative language use. By authentic, they mean that materials should mirror the real world of the students or ‘realia’ (Aebersold & Field 1987 46). These materials may include newspaper and magazines, and those which make use, as much as possible, of everyday conversations. Therefore, English language learners, for instance, should be encouraged to read more periodicals than books. Moreover, authentic materials refer to those reading materials that relate to the experiences and knowledge base of the students. In this regard, students should choose materials that relate to their cultural, religious, or ethnic experience. Thus, unlike in intensive reading approaches where materials should not contain cultural load, L2 students in extensive reading classes are encouraged to read materials with cultural and thematic relevance to their personal lives. Conclusion Overall, the extensive reading approach is way to teach reading without the hassles. As discussed in this paper, the main purpose of a reading class is to emphasize the love for reading, which consequents the need to read and be informed in many aspects of life. Ideally, in an extensive reading class, students should not feel vexed or stressed to think that they will need to answer exercises on grammar and vocabulary. Rather, each meeting will be spent on reading and discussing about the materials they have read and their progress in reading. Considering the advantages of extensive reading approach in terms of language acquisition, teachers of EFL or ESOL should manage to incorporate the approach in their teaching both for intermediate and higher intermediate classes. In addition, to maximize the benefits of the approach, teachers should give students access to a wide variety of materials that could promote reading proficiency. Such materials, as many authors suggest (Nunan 1989: 60; Grellet 1981: 7; Aebersold & Field 1997: 46) should be authentic, allowing readers to relate their own experience, thus heightening interest to read one material after another (Palmer 1917: 137). References Aebersold, J. & Field, M. (1997). From reader to reading teacher: issues and strategies for second language classrooms. Cambridge: CUP Alderson, J.C. (2000). Assessing reading. Cambridge: CUP Alderson, J.C, & Urquhart, A.H. (1984). (eds) Reading in a foreign language. London: Longman Carrell, P. L. & Eisterhold, J. (1988). ‘Schema theory and ESL reading pedagogy’ in Carrell, P.L., Devine, J. & Eskey, D.E. (eds) Interactive approaches to second language reading. Cambridge: CUP Collie, J. & Slater, S. (1987). Literature in the language classroom: a resource book of ideas and activities. Cambridge: CUP Day, R. & Bamford, J. (1988). Extensive reading in the second language classroom. Cambridge: CUP Dublin, F., Eskey, D. & Grabe, W. (1986). Teaching second language reading for academic purposes. MA: Addison-Wesley Grabe, W. & Stoller, F. (2001). ‘Reading for academic purposes: Guidelines for the ESL/EFL teacher’ in Celce-Murcia, M. (ed.) Methods in teaching English as a second or foreign language. Boston: Heinle & Heinle: 187–204 Grabe, W. & Stoller, F. (2002). Teaching and researching reading Harlow: Longman Pearson Grellet, F. (1981). Developing reading skills. Cambridge: CUP Nagy, W.E. & Herman, P.A. (1987). ‘Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction’ in McKeown, M. & Curtis, M. (eds.) The nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum Associates 19–35  Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press Nutall, C. (1996). Teaching reading skills in a foreign language (New Edition). London: Heinemann Palmer, H. (1917). 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