Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and wo...Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.展开更多
The New Curriculum Standards (NCS) for Middle Schools require students to complete certain amount of English reading as extra-curricular practice at Junior and Senior high levels respectively. Such standards encourage...The New Curriculum Standards (NCS) for Middle Schools require students to complete certain amount of English reading as extra-curricular practice at Junior and Senior high levels respectively. Such standards encourage independent and collaborative learning but may pose a challenge to the test-oriented English teaching in China. Pressed by the graduation and enrollment rates, do teachers still care for organizing extra-curricular reading If yes, are the methods they use effective and scientific To answer these questions, our research team conducted a two-year research in Beijing middle schools. The results show that extra-curricular reading has been implemented differently at different levels to different degrees. Some teachers have worked out feasible, successful methods in accord with international practices, some schools are just starting their experiments, and some have not made plans yet. By analyzing the favored organizing and monitoring methods, and evaluating their benefits and limits, this paper hopes to offer some implications to the researchers with the same endeavor.展开更多
文摘Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.
文摘The New Curriculum Standards (NCS) for Middle Schools require students to complete certain amount of English reading as extra-curricular practice at Junior and Senior high levels respectively. Such standards encourage independent and collaborative learning but may pose a challenge to the test-oriented English teaching in China. Pressed by the graduation and enrollment rates, do teachers still care for organizing extra-curricular reading If yes, are the methods they use effective and scientific To answer these questions, our research team conducted a two-year research in Beijing middle schools. The results show that extra-curricular reading has been implemented differently at different levels to different degrees. Some teachers have worked out feasible, successful methods in accord with international practices, some schools are just starting their experiments, and some have not made plans yet. By analyzing the favored organizing and monitoring methods, and evaluating their benefits and limits, this paper hopes to offer some implications to the researchers with the same endeavor.
