1. Promoting Extensive
Reading within the Access
Program
MATE Sixth Management Seminar,
Marrakech, November 3rd, 2012.
Abdellatif Zoubair.
Email: abdellatif.zoubair@gmail.com
Web: www.zoubaireltcommunity.ac.ma
MATE th Management
Seminar, Nov.

2. Outline
1. Definition (s)
2. Terminology
3. Features
4. Rationale
5. Formats
6. Successful ER programs
7. Food for thought
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3. To reflect on
 “In teaching you cannot see the fruit of a day's
work. It is invisible and remains so, maybe for
twenty years.”
— Jacques Barzun (1907-2012)
MATE th Management
Seminar, Nov.

4. What is it?
 « Reading large amounts of materials for general
understanding »
(Day and Bamford 1998)
 “The reading of large amounts of material in the
second language over time for personal pleasure or
interest, and without the addition of productive tasks
or follow up language work”
Hafiz and Tudor (1989)
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Seminar, Nov.

5.  “Reading in which learners read large
quantities of material that is within their
linguistic competence”
Grabe and Stoller (2002)
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6.  “Reading not merely as translation or as a
skill, but as an activity that someone chooses
to do for a variety of personal, social, or
academic reasons”.
(Day and Bamford 1998)
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Seminar, Nov.

7.  "Extensive reading means reading in quantity
and in order to gain a general understanding of
what is read. It is intended to develop good
reading habits, to build up knowledge of
vocabulary and structure, and to encourage a
liking for reading."
Richards, 2010.
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8. II. Terminology
 1. Pleasure reading
 2. Free voluntary reading
 3. SSR
 4. . . .
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9. III. Extensive versus intensive
reading:
 Amount
 Purpose
 Guidance
 Level
 Speed
 ...
MATE th Management
Seminar, Nov.

10. IV. Rationale
1. provide input
2. promote autonomy
3. develop reading habit
4. maximize enjoyment
5. foster other skills
6. gain insights into cultures
7. ...
MATE th Management
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11. V. Formats
 1. one-page stories
 2. picture stories
 3. cartoons
 4. graded readers
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12.  5. simplified series
 6. original versions
 7. . . . .
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13. VI. Features of successful extensive
reading programmes:
1. Amount of materials
2. Choice
3. Variety
4. Level of comprehension
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14. 5. Post-reading work
6. Role modeling
7. Keeping track of progress
8. Monitoring
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15. VII. Evaluation
1. What extensive reading opportunities are
offered to our learners?
2. How does the component compare against
the criteria?
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16. To reflect on (2)
 ' ... when second language acquirers read for pleasure
they can continue to improve in their second language
without classes, without teachers, without study, and
even without people to converse with ... '
Stephen Krashen,
The Power of Reading, (2nd ed. 2004 p147)
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17. ¤Bibliography
 -Davis, C. (1995). Extensive reading: an expensive
extravagance? ELT Journal, 49, 329-336.
 -Day, R. R., & Bamford, J. (1998). Extensive reading
in the second language classroom. Cambridge:
Cambridge University Press.
 -Grabe, W. (2002). Reading in a second language. In
R.B. Kaplan (Ed.), The Oxford handbook of applied
linguistics (pp. 49-59). New York: Oxford University
Press.
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18.  -Hill, D. R. (1997c). Setting up an extensive reading
programme: Practical tips. The Language
Teacher, 21(5), 17-20.
 -Krashen, S. (2004) . The power of reading: Insights
into Research. 2nd ed. London: Heinmann.
 -McCracken, R. A. (1971). Initiating sustained silent
reading. Journal of Reading, 14, 521-524, 582-583.
 -Renandya, W. A. (2007). The power of extensive
reading. RELC Journal, 38, 133-149.
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19.  -Richards, Jack C. & Scmidt, R. 2010.
Dictionary of Language Teaching and Applied
Linguistics. Longman.
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20. Thank you for your your attention!
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