One important point that Krashen makes in the first page of unit 2 is that while we’ve been playing lip-service to the value of reading for a long time, there has been only limited effort in this direction. I agree with this observation and wanted to put into practice everything we’ve been studying in recent weeks regarding the importance of reading.
I wanted to see what I could find out with my own students about whether or not introducing a new book into our curriculum by me reading it to them would have any affect on their interest. My student is in grade 5 and the first time I pulled out the book, “Dinosaurs at Dinner“, I could only get through one page before I saw him start to squirm and look around the room, bored, aching for me to be done with it already. When I showed him the picture on the second page, he seemed somewhat interested but once I started reading again I slowly started to lose him.
The next class, I got through about 3 pages. He was slightly less uncomfortable but still happy when I put the book down. Today (Saturday) I took the book out again and continued from where we left off, giving him a brief recap of what happened up until now. I read with expression and movement, demonstrating some of the words he may not know. Well……I got to the end of the second chapter and I was about to put the book down when he said, “No, wait! I want to hear what happens.”
That was when I said, “Next time, we’ll find out what happens next week”, so as to leave him on pins and needles until our next class. I think part of the reason why he wasn’t initially interested was because it was a new activity, something we haven’t done before. Some students (and people in general) are afraid of new things and the worry that they will fail or lose face by trying.
Then, by day 3, he was already a little familiar with the plot and the characters and so by this time he was a little more invested. I also think that the way I was reading to him helped – I read using exaggerated facial expressions, whispered and shouted when called for and I used my arms to talk about the ‘pteranodon’s giant wing span’ (by the way, it’s a flying dinosaur). I thought if I tried to make the story come alive for him, he would be more into it. I think it worked because as I was packing up my things he was watching the book intently, almost willing it to be left behind so he could read it himself.
Needless to say, I was incredibly surprised it only took 3 days for him to get into it but I’m pleased and happy that we can now incorporate fun, adventurous books into his lesson plan. My student is very bright and has excellent communicative abilities but is a poor speller. I asked him today if he reads in Chinese and he said he does, so at least I know he enjoys books. My challenge is to translate his love for reading in his L1 to his L2. Now we’ll also see if our ‘reading sessions’ will help him in other ways like with spelling and writing.
It’s interesting but not surprising to know that children who read more have more books in the home (p57)
It’s interesting and a little surprising to know that reading areas with pillows, easy chairs and carpets, with a quiet atmosphere can promote child-reading (p63). It’s reasonable then we see the reading area in 康橋 is designed as such. It’s not surprising to find that school libraries in high-income neighborhoods had more books per child and were open more days than those in low-income areas, due to the strength of financial support (p72).
In previous class, I was greatly inspired by story reading, which is also approved by Krashen (p78). At current stage, I plan to adopted this method into my research.
It’s well know that Krashen is mad about comic books, but I know little about the series mentioned in the book. Comic books can be fun, I would choose, Garfield as for my personal interest.
Graded readers of English, is not easy accessed in TKU library, therefore, in my research, I recruit other picture books instead.
This should be my third reflection on the first part of The Power of Reading in response to Aaron’s concern whether or not teachers can actually create this type of classroom or teaching situation here in Taiwan (ER with or without SSR) during our conversation last week.
To begin with, I agree with the author’s concept of how ER would be beneficial to language learners in the long run. However, in Taiwan, I must say that there are two types of students we are dealing with. The first type belongs to those who have the competence of reading on their own (intermediate student), such as students from NTU or TKU. FVR approach would probably work well on this group of students. The second group of students is what the lecturers in the PhD Board in PTT (Bulletin Board System held by NTU student organization) have suggested regarding the differences teaching in “靈界” (Ghost region?) and “光明界” (enlightened region?). It is said that one third of the technical schools or private schools may close down in the next ten years because they cannot get enough students to enroll in their schools (I was told an average of 30% enrollment rate for most technical schools). So it is hard for most full time teacher in the “enlightened zone” to understand the type of students that are accepted to those schools (I may describe some of the students I encounter in our class if I have the time to do so).
FVR would not work for those who are illiterate to English (as a Foreign language). As what Krashen has suggested, “at every level, children of the poor failed at higher rates than children of professional class…those who are successful come to school already literate… What has really happened is that the less literate students have failed and have left school…The illiterate she had in the first grade are just as illiterate now. She has simply dropped them from sight.” (p. 39-40)
I think Krashen is honest to point out that “What appears to be the case is that wide reading is clearly helpful, but when one is reading to solve specific problems [(such as taking an entrance exam)], selective reading is more efficient, that is, reading what you need to read to solve the problem you are currently working on.” (p. 55)
Reflection #4
ReplyDeleteOne important point that Krashen makes in the first page of unit 2 is that while we’ve been playing lip-service to the value of reading for a long time, there has been only limited effort in this direction. I agree with this observation and wanted to put into practice everything we’ve been studying in recent weeks regarding the importance of reading.
I wanted to see what I could find out with my own students about whether or not introducing a new book into our curriculum by me reading it to them would have any affect on their interest. My student is in grade 5 and the first time I pulled out the book, “Dinosaurs at Dinner“, I could only get through one page before I saw him start to squirm and look around the room, bored, aching for me to be done with it already. When I showed him the picture on the second page, he seemed somewhat interested but once I started reading again I slowly started to lose him.
The next class, I got through about 3 pages. He was slightly less uncomfortable but still happy when I put the book down. Today (Saturday) I took the book out again and continued from where we left off, giving him a brief recap of what happened up until now. I read with expression and movement, demonstrating some of the words he may not know. Well……I got to the end of the second chapter and I was about to put the book down when he said, “No, wait! I want to hear what happens.”
That was when I said, “Next time, we’ll find out what happens next week”, so as to leave him on pins and needles until our next class. I think part of the reason why he wasn’t initially interested was because it was a new activity, something we haven’t done before. Some students (and people in general) are afraid of new things and the worry that they will fail or lose face by trying.
Then, by day 3, he was already a little familiar with the plot and the characters and so by this time he was a little more invested. I also think that the way I was reading to him helped – I read using exaggerated facial expressions, whispered and shouted when called for and I used my arms to talk about the ‘pteranodon’s giant wing span’ (by the way, it’s a flying dinosaur). I thought if I tried to make the story come alive for him, he would be more into it. I think it worked because as I was packing up my things he was watching the book intently, almost willing it to be left behind so he could read it himself.
Needless to say, I was incredibly surprised it only took 3 days for him to get into it but I’m pleased and happy that we can now incorporate fun, adventurous books into his lesson plan. My student is very bright and has excellent communicative abilities but is a poor speller. I asked him today if he reads in Chinese and he said he does, so at least I know he enjoys books. My challenge is to translate his love for reading in his L1 to his L2. Now we’ll also see if our ‘reading sessions’ will help him in other ways like with spelling and writing.
It’s interesting but not surprising to know that children who read more have more books in the home (p57)
ReplyDeleteIt’s interesting and a little surprising to know that reading areas with pillows, easy chairs and carpets, with a quiet atmosphere can promote child-reading (p63). It’s reasonable then we see the reading area in 康橋 is designed as such.
It’s not surprising to find that school libraries in high-income neighborhoods had more books per child and were open more days than those in low-income areas, due to the strength of financial support (p72).
In previous class, I was greatly inspired by story reading, which is also approved by Krashen (p78). At current stage, I plan to adopted this method into my research.
It’s well know that Krashen is mad about comic books, but I know little about the series mentioned in the book. Comic books can be fun, I would choose, Garfield as for my personal interest.
Graded readers of English, is not easy accessed in TKU library, therefore, in my research, I recruit other picture books instead.
This should be my third reflection on the first part of The Power of Reading in response to Aaron’s concern whether or not teachers can actually create this type of classroom or teaching situation here in Taiwan (ER with or without SSR) during our conversation last week.
ReplyDeleteTo begin with, I agree with the author’s concept of how ER would be beneficial to language learners in the long run. However, in Taiwan, I must say that there are two types of students we are dealing with. The first type belongs to those who have the competence of reading on their own (intermediate student), such as students from NTU or TKU. FVR approach would probably work well on this group of students.
The second group of students is what the lecturers in the PhD Board in PTT (Bulletin Board System held by NTU student organization) have suggested regarding the differences teaching in “靈界” (Ghost region?) and “光明界” (enlightened region?). It is said that one third of the technical schools or private schools may close down in the next ten years because they cannot get enough students to enroll in their schools (I was told an average of 30% enrollment rate for most technical schools). So it is hard for most full time teacher in the “enlightened zone” to understand the type of students that are accepted to those schools (I may describe some of the students I encounter in our class if I have the time to do so).
FVR would not work for those who are illiterate to English (as a Foreign language). As what Krashen has suggested, “at every level, children of the poor failed at higher rates than children of professional class…those who are successful come to school already literate… What has really happened is that the less literate students have failed and have left school…The illiterate she had in the first grade are just as illiterate now. She has simply dropped them from sight.” (p. 39-40)
I think Krashen is honest to point out that “What appears to be the case is that wide reading is clearly helpful, but when one is reading to solve specific problems [(such as taking an entrance exam)], selective reading is more efficient, that is, reading what you need to read to solve the problem you are currently working on.” (p. 55)