Reading and language teaching in higher education
Pressures of time and resources in HE foreign language teaching usually mean there is little or no scope for developing the type of L2 reading course suggested here. However, we ignore at our peril insights gained from second language acquisition research concerning the need for extensive exposure to L2. While more communicative approaches have done much to enhance the student experience of L2 learning, such gains threaten to turn out to be rather hollow if as a side effect of these practices we convey to the average classroom learner that a foreign language can be learned without massive and consistent exposure to the written word. The reluctance (and inability) of very many 'A'-level and HE students to spend time reading extensively in the target language is not merely part of society's general drift away from literary culture in the broadest sense, but also a direct consequence of perceptions about foreign language learning acquired during early experiences in French, German, Spanish, etc. This represents a challenge to all language teachers. With the exception of special academic reading knowledge courses, there is precious little time devoted in higher education to L2 reading, but this needs to change. We now pay considerable attention to the academic preparation of students' period of residence abroad and quite rightly stress the importance of this element of the programme for students' language acquisition. Why then do we not do the same to encourage and develop in a conscious way the ability to read in L2 and promote, in particular, the other side of the L2 exposure coin, extensive reading?
Reflective task 17
Complete the following chart summarising the features of intensive and extensive reading:
 |
Intensive | Extensive |
| Class goal | Read accurately | |
| Reading purpose | Answer questions
Translate |
|
| Focus | Meaning | |
| Output | Often leads to written exercise (eg essay) | |
| Material | Often difficult
Related to course work Teacher chooses |
|
| Amount | A lot | |
| Frequency | Once or twice a week | |
| Speed | Slow, deliberate | |
| Method | Must finish Use dictionary |
(Based on Day and Bamford, 1998: 123)
Once you have completed the chart, you might consider using it as a means of explaining to your students the purpose and focus of extensive reading. In this way it can act as a further support to them in developing more varied text-attack strategies. (You can check your responses by clicking on 'Commentary'.)
Reflective task 18
| Having completed task 17, consider in a little greater detail the distinguishing features of extensive reading. In what ways does it differ from the approach to L2 texts typically adopted in the classroom? Focus on at least FIVE features and try to write a sentence on each. You might like to compare your list with the one provided in the 'Commentary'. |
Reflective task 19
|
Give some thought to how you might introduce an extensive reading library in your Department or School. Consider, in particular, the following issues carefully:
|
 |
|
|
 |
 |
|
|
|
|
 |
 |
|
