Speakers
Description
"When attempting to set up an Extensive Reading Program at institutions, teachers often encounter resistance. However, starting on a small scale often reveals that other educators are already engaging in similar practices. By connecting with these like-minded colleagues, collaboration becomes possible, leading to more effective and impactful teaching methods.
This presentation explores the process of overcoming initial opposition, discovering allies, and developing a collaborative approach to extensive reading implementation across different languages.
The presenters are French, Spanish, Russian, and English teachers at Universities in Japan. There is a significant difference between implementing extensive reading in English and in other languages. Students enter school with over six years of prior English learning experience, and a wider selection of suitable books is available.
Those teaching languages other than English will explain the difficulties of gathering appropriate materials and how curriculums must be designed carefully as educating Japanese students with no prior language education must reach the intermediate level within four years at University."
ABSTRACT
When attempting to set up an Extensive Reading Program at institutions, teachers often encounter resistance. However, starting on a small scale often reveals that other educators are already engaging in similar practices. By connecting with these like-minded colleagues, collaboration becomes possible, leading to more effective and impactful teaching methods.
This presentation explores the process of overcoming initial opposition, discovering allies, and developing a collaborative approach to extensive reading implementation across different languages.
The presenters are French, Spanish, Russian, and English teachers at Universities in Japan. There is a significant difference between implementing extensive reading in English and in other languages. Students enter school with over six years of prior English learning experience, and a wider selection of suitable books is available.
Those teaching languages other than English will explain the difficulties of gathering appropriate materials and how curriculums must be designed carefully as educating Japanese students with no prior language education must reach the intermediate level within four years at University.
| TITLE | Extensive Reading ER SIG Forum |
|---|---|
| RELEVANT SIG | Extensive Reading |
