Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- 15 Pragmatics and Good Language Teachers
- 16 Vocabulary and Good Language Teachers
- 17 Grammar and Good Language Teachers
- 18 Pronunciation and Good Language Teachers
- 19 Listening and Good Language Teachers
- 20 Speaking and Good Language Teachers
- 21 Reading and Good Language Teachers
- 22 Writing and Good Language Teachers
- Good Language Teachers: Past, Present, and Future Directions
- Epilogue Good Language Teachers – What Do They Do? What Do They Know?
- Index
- References
21 - Reading and Good Language Teachers
from Part III - Instructional Perspectives
Published online by Cambridge University Press: 22 April 2020
By
Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- 15 Pragmatics and Good Language Teachers
- 16 Vocabulary and Good Language Teachers
- 17 Grammar and Good Language Teachers
- 18 Pronunciation and Good Language Teachers
- 19 Listening and Good Language Teachers
- 20 Speaking and Good Language Teachers
- 21 Reading and Good Language Teachers
- 22 Writing and Good Language Teachers
- Good Language Teachers: Past, Present, and Future Directions
- Epilogue Good Language Teachers – What Do They Do? What Do They Know?
- Index
- References
Summary
Chapter 21 deals with the gap between the theory and practice of teaching reading. The author describes the practices in a reading class in two different contexts in order to revisit principles of good practice while teaching reading.
- Type
- Chapter
- Information
- Lessons from Good Language Teachers , pp. 273 - 285Publisher: Cambridge University PressPrint publication year: 2020
References
Barton, D., & Lee, C. (2011). Literacy studies. In Wodak, R., Johnson, B., & Kerswill, P. (Eds.), The Sage handbook of sociolinguistics (pp. 598–611). London: Sage.CrossRefGoogle Scholar
Canagarajah, A. S. (2000). Negotiating ideologies through English: Strategies from the periphery. In Ricento, T. (Ed.), Ideology, politics and language policies: Focus on English (pp. 121–132). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Chen, X., Dronjic, V., & Helms-Park, R. (2016). Reading in a second language: Cognitive and psycholinguistic issues. London: Routledge.Google Scholar
Gibson, J. (1979). The ecological approach to visual perception. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Grabe, W., & Stoller, F. (2011). Teaching and researching reading (2nd ed.). Harlow, UK: Pearson Education.Google Scholar
Holliday, A. (1994). Appropriate methodology and social context. New York, NY: Cambridge University Press.Google Scholar
Hutchinson, T. (2002). Project plus (student’s book). Oxford: Oxford University Press.Google Scholar
Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford: Oxford University Press.Google Scholar
Masuhara, H. (2013). Materials for developing reading skills. In Tomlinson, B. (Ed.), Developing materials for language teaching (pp. 365–389). London: Bloomsbury.Google Scholar
Nissani, M., & Lohani, S. (2008). Flax-golden tales: An interdisciplinary approach to learning English. Kathmandu: EKTA Books.Google Scholar
Roach, K. (2018). Reading as a social practice for adult migrants: Talk around text. In Burns, A. & Siegel, J. (Eds.), International perspectives on teaching the four skills in ELT (pp. 179–190). Cham, Switzerland: Palgrave Macmillan.CrossRefGoogle Scholar
Tin, T. B. (2014). A look into the local pedagogy of an English language classroom in Nepal. Language Teaching Research, 18(3), 397–417.CrossRefGoogle Scholar
Tin, T. B. (2016). Stimulating student interest in language learning: Theory, research and practice. London: Palgrave Macmillan.CrossRefGoogle Scholar
van Lier, L. (2000). From input to affordance: Social interactive learning from an ecological perspective. In Lantolf, J. P. (Ed.), Sociocultural theory and second language learning (pp. 245–259). Oxford: Oxford University Press.Google Scholar