Extensive reading (ER) is an instructional approach which involves providing learners with large amounts of comprehensible input often using texts which are graded for lexical and syntactical difficulty to match varied levels of linguistic competence among learners. How to best define the approach, what elements are essential or not, whether and how to assess it, what direct and indirect gains can be identified, and what specific purposes and settings it is useful for are all being discussed and debated among practitioners and theorists, with significant growth in interest and use in East and Southeast Asia. This full-day symposium, chaired by Thomas E. Bieri and Thomas N. Robb, includes various multimodal presentations addressing reading pedagogy for varied purposes and contexts and for promotion of lexical competence. The first strand commences with Kiyomi Okamoto presenting about an ER-based project in a community learning setting. The second strand begins with Charlie Browne presenting on intersections between extensive reading and contextualized vocabulary acquisition. Presentations addressing areas including the application of ER in diverse pedagogical settings and for varied purposes, including development of lexical competencies, and detailing how the variables in the environment and curriculum encourage or restrict implementation and outcomes follow the featured presenters.
Extensive reading (ER) is an instructional approach which involves providing learners with large amounts of comprehensible input often using texts which are graded for lexical and syntactical difficulty to match varied levels of linguistic competence among learners. How to best define the approach, what elements are essential or not, whether and how to assess it, what direct and indirect gains can be identified, and what specific purposes and settings it is useful for are all being discussed and debated among practitioners and theorists, with significant growth in interest and use in East and Southeast Asia. This full-day symposium, chaired by Thomas E. Bieri and Thomas N. Robb, includes various multimodal presentations addressing reading pedagogy for varied purposes and contexts and for promotion of lexical competence. The first strand commences with Kiyomi Okamoto presenting about an ER-based project in a community learning setting. The second strand begins with Charlie Browne presenting on intersections between extensive reading and contextualized vocabulary acquisition. Presentations addressing areas including the application of ER in diverse pedagogical settings and for varied purposes, including development of lexical competencies, and detailing how the variables in the environment and curriculum encourage or restrict implementation and outcomes follow the featured presenters.
Room 1 AILA 2021 aila2021@gcb.nl
Kiyomi Okamoto
Mami Yoshida
Marcel Vanamelsvoort
Cristina Tat
Paul Sevigny
Shoichi Manabe
Simon Bibby
Philip Spaelti
Geri AtanassovaTechnical Issues?
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