Reading Lang Teach Sch Teacher Educ

This book places reading firmly in its social context, discussing what it means to be a reader in the modern world. It contains many innovative ideas on how to approach reading in the language classroom, and presents a variety of text-related exercises and activities. The final section invites teachers to explore the attitudes of their own learners as readers, and to design reading activities for them.

Table of Contents:
The author and series editors Introduction Section One: Explanation - The nature of reading 1: Reading and readers 1.1 What reading means 1.2 What being a reader means 1.3 Reading purpose 2: Written language: text and discourse 2.1 Reading and text 2.2 Reading and discourse 3: Reading and social role 3.1 Reading communities 3.2 Literacy events 3.3 Literacy or literacies? 4: Reading and social context 4.1 The immediate context of situation 4.2 The institutional context 4.3 The wider social context 5: Reading and social meaning 5.1 Genre 5.2 Schemas 6: The reading process 6.1 Reading as a psycholinguistic process 6.2 Reading as a unitary and selective process 6.3 Sociolinguistic factors in the reading process 6.4 The interaction between reader and writer 6.5 Submissive and resistant readers 6.6 Intertextuality 6.7 Conclusion Section Two: Demonstration - Teaching approaches and materials 7: Early reading: teaching and learning 7.1 Getting started 7.2 Different views of the learning to read process 7.3 A skills approach to learning to read 7.4 Reading strategies 7.5 What do skills and strategies approaches look like? 7.6 Links with later reading strategies 8: The learning context: roles and purposes of second language learners 8.1 The social roles and context of learning of the second language learner 8.2 Reading for specific purposes 8.3 Reading for general purposes 8.4 Reading for pleasure in the second language 9: The role of the text in the second language classroom 9.1 Criteria for selecting material 9.2 Simple versus authentic texts 9.3 Assessing text difficulty 9.4 Simple and simplified texts 9.5 The notion of authenticity 10: Classroom reading procedures 10.1 Access to the context of situation 10.2 Access to content 11: Texts and classroom procedures for critical reading 11.1 Critical approaches to text selection 11.2 Heightening learners' awareness of their strategies and roles as readers 11.3 A critical reading procedure 11.4 Conclusion Section Three: Exploring reading 12: Investigating reading in your own classroom 12.1 Focus on the reader 12.2 Focus on the text 12.3 Focus on classroom reading procedures Glossary Further reading Bibliography Index