Abstract
| Language | English |
|---|---|
| Pages | 3-16 |
| Number of pages | 14 |
| Journal | English Australia journal |
| Volume | 32 |
| Issue number | 2 |
| Publication status | Published - 2017 |
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Book Club Cafe : a new recipe for extensive reading. / Speer, Lesley; Lara Herrera, Jose.
In: English Australia journal, Vol. 32, No. 2, 2017, p. 3-16.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Book Club Cafe
T2 - English Australia journal
AU - Speer,Lesley
AU - Lara Herrera,Jose
PY - 2017
Y1 - 2017
N2 - Introducing and sustaining an Extensive Reading program can be challenging for teachers and for language centres. Generally, whilst it is impractical to devote a great deal of the limited time during class to 'free reading', motivating students to read in their own time can be especially difficult. Introducing a reading program can also involve considerable costs and a substantial commitment of time for language centres. This paper describes the introduction of 'Book Club Cafe', an innovative Extensive Reading project, and its implementation through three phases at a university English language centre in Sydney. A practical but flexible model is provided for teachers who wish to implement such a program in their own teaching contexts. Finally, data is provided from an Exploratory Practice study which was conducted on the project in 2015 and which indicates that the program is successful and sustainable over time.
AB - Introducing and sustaining an Extensive Reading program can be challenging for teachers and for language centres. Generally, whilst it is impractical to devote a great deal of the limited time during class to 'free reading', motivating students to read in their own time can be especially difficult. Introducing a reading program can also involve considerable costs and a substantial commitment of time for language centres. This paper describes the introduction of 'Book Club Cafe', an innovative Extensive Reading project, and its implementation through three phases at a university English language centre in Sydney. A practical but flexible model is provided for teachers who wish to implement such a program in their own teaching contexts. Finally, data is provided from an Exploratory Practice study which was conducted on the project in 2015 and which indicates that the program is successful and sustainable over time.
M3 - Article
VL - 32
SP - 3
EP - 16
JO - English Australia journal
JF - English Australia journal
SN - 2202-6169
IS - 2
ER -