tag:www.eltnews.com,2011:/columns/extensive_reading_listening//27 2010-11-15T03:34:29Z Massive language practice Movable Type 3.35 tag:www.eltnews.com,2010:/columns/extensive_reading_listening//27.2601 2010-11-15T03:32:41Z 2010-11-15T03:34:29Z

Hello everyone, This is an announcement of the First World Congress in Extensive Reading to be held in September 2011 The Extensive Reading Foundation announces the First Extensive Reading World Congress, to be held on the campus of Kyoto Sangyo...

Rob Waring Notre Dame Seishin University Hello everyone, This is an announcement of the First World Congress in Extensive Reading to be held in September 2011 The Extensive Reading Foundation announces the First Extensive Reading World Congress, to be held on the campus of Kyoto Sangyo University, Kyoto, Japan from 3-6 September 2011. The World Congress represents the first time for all those involved with the extensive reading approach -- teachers, scholars, writers and publishers -- to gather under one roof for a conference dedicated purely to extensive reading. For more information go to http://erfoundation.org/erwc1/ tag:www.eltnews.com,2010:/columns/extensive_reading_listening//27.2276 2010-01-07T02:45:04Z 2010-01-07T02:46:05Z

Happy New Year to you all. On my travels, I often hear people apologize for not doing Extensive Reading (ER) ‘properly’. They say things like, ‘Well, I only have all my students to read the same book …’, or ‘I...

Rob Waring Notre Dame Seishin University Happy New Year to you all. On my travels, I often hear people apologize for not doing Extensive Reading (ER) ‘properly’. They say things like, ‘Well, I only have all my students to read the same book …’, or ‘I do lots of follow up questions, I know it’s not what I should be doing …’ (my italics), and so forth. Let’s be clear, Extensive Reading is not just one thing. Extensive Reading is about building reading speed and fluency so the students can build a sense of how the language works while enjoying their reading (or listening). In order for this fast fluent reading to happen, there are some minimum conditions that need to be met. The students have to READ: Read quickly and … Enjoyably knowing … Almost all the language so they … Don’t need a dictionary. If one of these is missing, then the students might be reading slowly because the text is too hard which means they stop reading for communication (i.e. understanding the message), but read to understand the language itself – the words the grammar and so forth. In other words they are ‘study reading’ not READing. The following four versions all require the students to READ the material for them to be labeled types of ER. All of which are legitimate forms of ER. ‘Purist ER’ This version of ER involves the students only in READing massive amounts of self-selected comprehensible input at their own pace with no tests, and little if any follow-up work. ‘Integrated ER’ This flavor of ER exists as part of an existing class or curriculum whereby students would probably READ their self-selected materials but may follow this up with discussions, reports or do other follow up class work all with the aim of building the four skills. “Class reader ER’ In this mode, all the students READ the same book and work though it slowly, often over a period of weeks stopping to predict, check comprehension and discuss the story. Often there is some language work developing vocabulary, reading skills and grammar. ‘ER as literature’ Here, students READ the same book usually slowly and treat it as a work of literature examining the plot, character and various literary aspects of the book. Thus we can see there is no one type of ER provided that the 4 READ conditions are met when they actually are reading. If we wish to see ER grow, then it’s important to understand that not all curriculums have the same focus, the same amount of time, or the same commitment to ER. And that’s fine. There may be curricula, resource, staffing, or budgetary constraints which only allow for a limited ER program. Moreover, not all programs wish to adopt ER across all their classes but prefer to provide different types of ER to meet various student needs. Therefore, it behooves us to be aware of these types so we can select the most appropriate flavor of ER which would best suit our program’s needs, or those of others. I’ve seen many times practitioners suggest ER to others only within their own view of ER and incorrectly assuming that type is the one or only type of ER. However, if this type doesn’t match the needs of the program where it might be adopted, then it is doomed to low use, or even failure. Therefore, when helping others develop an ER program, we have to be aware of the program’s needs, their budget, their long term aims, the amount of time available, the program size, their library facilities and so on. Knowing these things can help people select the right flavor of Extensive Reading that suits their program. tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2243 2009-11-29T13:05:23Z 2009-11-29T13:08:52Z

The Extensive Reading Foundation has just released its Graded Readers Scale for use by teachers and publishers. The annual Language Learner Literature Awards use this scale. More details of how to use the scale can be found here. Enjoy...

Rob Waring Notre Dame Seishin University Extensive Reading Foundation has just released its Graded Readers Scale for use by teachers and publishers. The annual Language Learner Literature Awards use this scale. More details of how to use the scale can be found here. Enjoy]]> tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2236 2009-11-19T08:53:12Z 2009-11-19T10:36:52Z

The Extensive Reading Colloquium: Reflections on ER Saturday 4:00 PM - 5:40 PM; Room 1001-1 Daniel Stewart, Mark Brierley, Paul Collett, Bjorn Fuisting, Michael Furmanovsky, Paul Goldberg, Greg Rouault, Rube Redfield, The Extensive Reading Colloquium is the main annual event...

Rob Waring Notre Dame Seishin University The Extensive Reading Colloquium: Reflections on ER Saturday 4:00 PM - 5:40 PM; Room 1001-1 Daniel Stewart, Mark Brierley, Paul Collett, Bjorn Fuisting, Michael Furmanovsky, Paul Goldberg, Greg Rouault, Rube Redfield, The Extensive Reading Colloquium is the main annual event of the ER SIG. This year, seven researchers will conduct ER presentations simultaneously in one room. Participants will be able to take part in two 25-minute sessions with handouts available for the others. Topics include setting up ER, integrating language tasks, and measurement. Also at the colloquium, the ERF Language Learner Literature awards are announced and there is a large book giveaway sponsored by the publishers. tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2182 2009-09-08T03:54:08Z 2009-09-08T03:56:31Z

The following Facebook website devoted to ER has been set up http://www.facebook.com/group.php?gid=123515716050&ref=mf You'll need to be a Facebook member to read the pages www.facebook.com...

Rob Waring Notre Dame Seishin University The following Facebook website devoted to ER has been set up http://www.facebook.com/group.php?gid=123515716050&ref=mf You'll need to be a Facebook member to read the pages www.facebook.com tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2165 2009-08-18T03:52:51Z 2009-08-18T04:29:20Z

This is an announcement about the JERA meeting Annual Conference of the Japan Extensive Reading Association Organized by the Japan Extensive Reading Association and Toyota National College of Technology GP-Project Date: August 22nd, 2009 (English Sessions) August 23rd, 2009 (Japanese...

Rob Waring Notre Dame Seishin University This is an announcement about the JERA meeting Annual Conference of the Japan Extensive Reading Association Organized by the Japan Extensive Reading Association and Toyota National College of Technology GP-Project Date: August 22nd, 2009 (English Sessions) August 23rd, 2009 (Japanese Sessions) Place: Toyota National College of Technology (Eisei-cho 2-1, Toyota-shi, Aichi-pref. 1.5 hours from JR Nagoya Station by local train & walk) Email: tadokugp@toyota-ct.ac.jp Map: http://www.toyota-ct.ac.jp/english/location_map_e.html Registration Fee: Members of JERA: Free Non-members: 3,000 yen Invited lectures on Saturday afternoon are free to every one. tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2124 2009-06-25T10:10:15Z 2009-06-25T10:14:55Z

This is an announcement from the ER Sig of JALT. Join us at Kinki University's language Institute July 5th from 11:00 - 17:00! ER is a growing phenomenon and an excellent way of reaching your students at the same time...

Rob Waring Notre Dame Seishin University website: Those who pre-register before July 3rd will get a free conference bag and an additional chance to win free graded readers in the post-plenary raffle! Co-sponsored by the ER SIG, the Osaka Chapter and the Kyoto Chapter]]> tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2093 2009-05-22T16:25:05Z 2009-05-22T16:47:12Z

Many people ask whether it's okay to use authentic texts for ER. My answer depends on two things. Firstly, 'what do you mean by authentic?' and secondly ' who is doing the reading?' To many people, 'authentic' means 'native texts'...

Rob Waring Notre Dame Seishin University authentic?' and secondly ' who is doing the reading?' To many people, 'authentic' means 'native texts' - i.e. materials not written for second language learners - native novels, magazines, websites etc.. Some people suggest that these materials are good for learners because ultimately they need to read native materials - newspapers, websites, novels and so on. I think this confuses the end goal with the process. Sure the end goal might be to get them to read native texts, but should we start with them? It would not be a good to teach people to drive in an Formula 1 car, so why start beginner readers with native texts? Native texts are full of native language - they are very lexical dense, full of complex phrases, and are written for people versed in the English culture(s). It can take years to learn enough of a foreign language to read native materials fluently. The counter argument of course is that it is because the native texts are rich in native language that they provide a model for what the learners need to read. But anyone who has learnt a foreign language knows native mateirals are all but inaccessible unless the materials are read slowly - often with a dictionary. But this is intensive reading not extensive reading. The aim of ER is to aid fluent reading by reading materials that can be read a) without a dictionary b) quite quickly - i.e. without too much pausing c) with very high levels of comprehension d) with active engagement - i.e. they are enjoyable To me it makes sense to start learners with what they know. The gap between most learner's English and the language is native texts is to far and from their point of view the language is too randomly presented to make it meaningful and easy to learn from and will not meet the 4 conditions for ER set our above. Therefore learners should start reading with graded materials - graded readers. Beginner drivers start with the basics, and so should beginning readers. However, if the learners are able to comprehend native materials quickly, without a dictionary, then of course native materials can be used for ER. But in my experience, less than 1% of English learners in this country can do this. Authentic (native) texts are neither good nor bad. The issue is whether the learners are able to read them fluently or not. If they can't then they are not doing ER - they are more likely doing IR and struggling as they go.]]> tag:www.eltnews.com,2009:/columns/extensive_reading_listening//27.2051 2009-04-25T08:17:20Z 2009-04-25T09:55:52Z

Welcome one and all to the Extensive Reading and Listening Blog! I'll be piloting this blog and hope to bring you the latest news and information. I'll also be posting some articles for you to comment on. The topics of...

Rob Waring Notre Dame Seishin University Extensive Reading pages . It has a wealth of materials. There are articles about ER, a huge bibliography on ER and EL related research, information on starting an ER program, and much more. The Extensive Reading Foundation doesn't have a lot of resources but they contribute greatly to ER/EL by administering the Language Learner Literature Awards which are an annual set of awards for the best graded readers in various categories. You may also wish to look at my website for things related to Extensive Reading and Extensive Listening. If you have any other suggestions, don't hesitate to mention them. If you wish to discuss ER or EL, you can do so by joining the ER discussion list or the EL Discussion list. The subscription email addresses are available at the links. That's all for now. See you all next time.]]>