Extensive Reading Reports – Different Intelligences, Different Levels of Processing
Extensive Reading Reports – Different Intelligences, Different Levels of Processing
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Marc Helgesen
Miyagi Gakuin Women’s University
Bio Data
Professor Marc Helgesen, Department of Intercultural Studies, Miyagi Gakuin Women’s University, Sendai, Japan and adjunct, Columbia University Teachers College MA TESOL Program, Tokyo, Japan.
Marc is a well-known writer and teacher-trainer. He is the author of over 100 professional articles, book chapters and textbooks including the popular English Firsthand series (Longman) and “Listening” in Practical English Language Teaching, David Nunan (ed.), (McGraw-Hill). Marc has been a featured speaker at KOTESOL, JALT, ThaiTESOL and other conferences. He is particularly interested in language planning, extensive reading and brain-friendly teaching.
Extensive Reading (ER) is an important aspect of any English as a Foreign/Second Language reading program. In this paper, I will consider a definition of ER and benefits of including it in a program. In the main part of the paper, I will explain four reporting forms that work with different intelligences and levels of processing.
While there are many variations in ways to implement an ER program, what they all have in common is that the learners read very large amounts of material in the target language.
Category: Main Editions, Volume 7 Issue 3
