Integrating Extensive Reading into School Curriculum: A Veteran EFL Teacher's Perspective

Autor/in	Sun, Xiaomei
Titel	Integrating Extensive Reading into School Curriculum: A Veteran EFL Teacher's Perspective
Quelle	In: Reading Matrix: An International Online Journal, 21 (2021) 2, S.17-31 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Reading Strategies; Reading Material Selection; Reading Interests; Experienced Teachers; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Effectiveness; Adolescents; Secondary School Students; Urban Schools; Curriculum Implementation; Teacher Role; Textbooks; Class Activities; Assignments; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseinteresse; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerrolle; Textbook; Text book; Schulbuch; Lehrbuch; Assignment; Auftrag; Zuweisung; Ausland
Abstract	Numerous studies have tested the effects of extensive reading (ER) on L2 acquisition, while limited research has investigated the implementation of ER, especially in secondary L2 teaching contexts. In line with the advocacy of integrating ER into L2 curriculum, this qualitative case study explores a veteran EFL teacher's perceptions of ER implementation and his practice of integrating ER into the school curriculum. As the English department leader of a middle school in downtown Beijing, the teacher participant, with rich experience in EFL teaching and ER implementation, initiated the compilation of several textbooks and study guides as part of the school curriculum, accompanied by in-class activities and after-class assignments. Data were collected from three in-depth interviews with the teacher participant, respectively at the beginning, in the middle, and at the end of the school year. Other sources of data include related study materials and students' assignments. Findings of this study indicate that school-based textbooks, complemented with in-class activities and reinforced by assignments, contribute to school curriculum development and ER implementation. Based on the results of the study, an ER-curriculum integration model was proposed for further discussion and exploration. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01