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READING,[object Object],[module 5],[object Object]
Introduction,[object Object],Dr. Janet Swaffar, Katherine Arens,[object Object]
Dr. Swaffar’s introduction,[object Object],Texts can provide optimal material for second/foreign language learning,[object Object],Four lessons:	,[object Object],Considerations,[object Object],Prereading ,[object Object],Structured reading activities and follow-up,[object Object],Challenges posed by holistic approach,[object Object]
Lesson 1:,[object Object],What is reading?,[object Object]
Definitions of reading,[object Object],Reading is a process undertaken to reduce uncertainty about meanings a text conveys.,[object Object],The process results from a negotiation of meaning between the text and its reader.,[object Object],The knowledge, expectations, and strategies a reader uses to uncover textual meaning all play decisive roles way the reader negotiates with the text's meaning.,[object Object],Reading does not draw on one kind of cognitive skill, nor does it have a straightforward goal or outcome—most texts are understood in different ways by different readers.,[object Object]
Holistic approaches to reading,[object Object],Holistic approaches to education are concerned with connections in human experience.,[object Object],A holisitic curriculum then emphasizes how the parts relate to the whole.,[object Object],Reading, in turn, relates to speaking, writing, listening, comprehension, culture…,[object Object]
	  Discuss!,[object Object],Discuss the three stages of reading mentioned in the module and how they relate to each other:PREREADING :: READING :: REREADING,[object Object],How do these stages relate to a holistic approach to reading?,[object Object]
[Bloom’s taxonomy],[object Object]
Lesson 2:,[object Object],From pre-reading to initial reading,[object Object]
Reading as a Process,[object Object],Students believe they need to know/understand every word in a text before they can read proficiently.,[object Object],But only about 50% of what we understand when we read comes from the actual language (vocabulary and grammar) of that specific text. ,[object Object],Where does the other 50% come from?,[object Object]
Pre-reading,[object Object],Process of “discovery”.,[object Object],Prepare learners to engage with form and content of text.,[object Object],Identify possible sources of confusion.,[object Object],Student centered.,[object Object],Brainstorming,[object Object],Skimming,[object Object],Other?,[object Object]
Initial reading,[object Object],If pre-reading stressed the global issues, reading addes details, asks learners to engage in deciphering meaning.,[object Object],Use of genre to structure reading process.,[object Object],Instructor follows up initial reading with discussion of textual details, comparisons, justifications, etc.,[object Object]
Guided matrix,[object Object],Select text that helps readers reconstruct logic of text.,[object Object],Requires precise cognitive and linguistic work,[object Object],Helps establish a correlation between horizon of expectation and semantic and syntactic elements of text.,[object Object],Encourages rereading, reinforcing language and content.,[object Object],Sample guided matrix,[object Object]
	  Discuss!,[object Object],To what extent have you utilized student-centered pre-reading strategies in your class? Were the effective? Explain.,[object Object],Have you ever used a guided matrix to help learners approach TL texts? Do you plan to?,[object Object]
Lesson 3:,[object Object],Re-reading,[object Object]
Importance of rereading,[object Object],Ongoing and repeated encounteres with a text,[object Object],Segments are revisited, rethought,[object Object],Allows learners to rethink messages, see features they had not noticed initially,[object Object],Increases comprehension – not just of content but of style, language, genre, etc.,[object Object]
Initial reading versus Rereading,[object Object]
Rereading strategies,[object Object],Strategies need to be taught.,[object Object],Models should be given.,[object Object],Repeated engagement with text.,[object Object],Can activate different learning goals.,[object Object]
	  Discuss!,[object Object],Discuss these reading activities. Are they effective means of achieving their goals? Are there more effective ways? What other goals and activities might you add to a reading task?,[object Object]
Lesson 4:,[object Object],Challenges of the holistic approach,[object Object]
Challenges,[object Object],Too easy to trigger the use of the L1.,[object Object],Requires too much time.,[object Object],Too difficult to assess.,[object Object]
	  Discuss!,[object Object],In three small groups, each group will discuss one of the challenges mentioned above. ,[object Object],For your topic, explain the concerns and why or why not they are valid for FL teachers. ,[object Object],Finally, discuss how to address or handle these issues in class.,[object Object],Use of L1  |Time constraints  |Assessment,[object Object]
For next week,[object Object],[object Object]

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Reading

Hinweis der Redaktion

  1. Instructional goals for reading:ULTIMATE GOAL: DISCOVERY OF NEW KNOWLEDGEaugmenting textbook readings with authentic materials,introducing new readings with interactivity to motivate and ease the comprehension process,providing activities to help students identify, to reproduce, or to interpret a text's information and messages,teaching strategies for comprehending authentic texts without reliance on a dictionary,comparing L1 and FL texts to uncover similarities and differences in approach and point of view,and recognizing that testing must reflect the teacher's learning goals and the activities practiced to achieve them.
  2. A curriculum built around these stages is considered holistic if they involve practice that integrates various kinds of language acquisition and fills multiple cognitive demands in interlocking activities that spiral learning. For example, a pre-reading for sub-topics of a subject, an initial reading to identify how topics are described, and a rereading to modify those descriptions by inserting them into a new genre or describing them for a different audience.
  3. A curriculum built around these stages is considered holistic if they involve practice that integrates various kinds of language acquisition and fills multiple cognitive demands in interlocking activities that spiral learning. For example, a pre-reading for sub-topics of a subject, an initial reading to identify how topics are described, and a rereading to modify those descriptions by inserting them into a new genre or describing them for a different audience.
  4. background knowledge about the topic or the medium (e.g. what kind of a hero Batman is, and what an action movie looks like)knowledge of a genre (e.g. what information is in a movie review and what importance is attached to who writes the review and where it's published)strategies for guessing and working with uncertainty ("I don't know this term, but it has been mentioned twice so it's probably important and I'll continue reading to see if I can figure it out.")strategies for identifying cognates and other textual clues (illustrations, subtitles, etc.).
  5. Overall, pre-reading helps studentsactivate their horizon of expectation (background knowledge, syntactic and semantic resources, cognitive strategies),take charge of their own learning, andbecome willing to tolerate ambiguity.“I can’t teach you German, but I can help you teach yourselves.”
  6. Also be sure to mention the value of writing/ note taking while reading – Good for processing, recall
  7. Use of L1: L1 as analyzing, cognitive tool – only if selectively usedTime constraints: tyranny of syllabus, how to fit “reading” in – depends on how to define reading; importance of authentic texts; consider bridges between areas, skillsAssessment: concern for accuracy?; test what you teach HOW you teach it;