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Academic Paper


Title: Teaching reading: Research into practice
Author: John Macalister
Institution: Victoria University of Wellington
Linguistic Field: Applied Linguistics
Abstract: In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded in bringing to the classroom. In doing this, I will examine the three obvious candidates for inclusion in a reading programme: extensive reading, reading fluency development, and intensive reading. For each of these I will give my perspective on what's getting through to teachers, and what isn’t, and my best guess as to why it isn’t. This leads to suggestions about areas for further research and other actions that need to be taken to improve classroom practice.

CUP AT LINGUIST

This article appears IN Language Teaching Vol. 47, Issue 3, which you can READ on Cambridge's site or on LINGUIST .



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